In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.
Eric Hoffer

Examining 21 st century literacies and their implications for teaching social studies in the digital age.
Jennifer Carrier Dorman http://jdorman.wikispaces.com/Conferences

http://jdorman.wikispaces.com/Conferences





The Case for 21 st Century Education
– The implications of our flattening world
Digital Natives
– Learning profile
Web 2.0
– Confronting the new participatory culture
Applications of the new literacies
– Viral video, simulation and play, blogs, podcasts, wikis, social learning

Tim O’Reilly – Feb. 14, 2006

The Case for 21 st Century Education
 Education is changing.
 Competition is changing internationally.
 The workplace, jobs, and skill demands are changing.

 Thomas L. Friedman
 Describes the unplanned cascade of technological and social shifts that effectively leveled the economic world
 Implications for educational systems
– http://www.eschoolnews.com/eti/2005/05/000835.
php

 Fall of the Berlin Wall / rise of Windows OS
 Netscape IPO / dotcom boom
 Work flow software / design, display, manage, and collaborate

 Open sourcing / self organizing collaborative communities
 Outsourcing
 Offshoring
 Supply-chaining
 In-forming (affinity networks)

 The Steroids: Digital, Mobile, Personal, and
Virtual
– These are all the “new” gadgets, technologies, social norms, and etc. that are accelerating the other flatteners


Categories of “untouchables”
– Special (celebrity-types; e.g. Prince William)
– Specialized (skills that are always in high demand; e.g. doctors)
– Anchored (jobs that must be conducted face-toface in a specific location with a perpetual client base; e.g. plumber)
– Really Adaptable (can constantly acquire new knowledge, skills, and expertise that enable the creation of value; e.g. the life-long learner)

The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
Alvin Toffler

 These changes, among others, are ushering us toward a world where knowledge, power, and productive capability will be more dispersed than at any time in our history—a world where value creation will be fast, fluid, and persistently disruptive.
 A world where only the connected will survive.

 A power shift is underway, and a tough new business rule is emerging: Harness the new collaboration or perish.
 Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value.

 For smart schools [companies], the rising tide of mass collaboration offers vast opportunity…Schools [Companies] can reach beyond their walls to sow the seeds of innovation and harvest a bountiful crop.
– (edits by Will Richardson, original words in brackets)

 Indeed, educators [firms] that cultivate nimble, trust-based relationships with external collaborators are positioned to form vibrant classroom [business] ecosystems that enhance learning [create value] more effectively than hierarchically organized schools [businesses].
– (edits by Will Richardson, original words in brackets)

 Create
 Communicate
 Collaborate
 Contextualize

Who are the digital natives and what is their learning profile?

 It is now clear that as a result of this ubiquitous information environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors.
– Marc Prensky – “Digital Natives, Digital
Immigrants” 2001


“Different kinds of experiences lead to different brain structures” - Dr. Bruce D. Berry of Baylor College of Medicine.
– it is very likely that our students’ brains and thinking patterns have changed
– and are different from ours – as a result of how they grew up


Our students today are all “native speakers” of the digital language of computers, video games, instantaneous communication, and the Internet.
 Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are Digital Immigrants .

 Our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language

The Nomadic Grazing Patterns of
Digital Natives
 Digital Natives are used to receiving information really fast.
 They like to parallel process and multitask.
 They prefer their graphics before their text rather than the opposite.

The Nomadic Grazing Patterns of
Digital Natives
 They prefer random access (like hypertext).
 They function best when networked.
 They thrive on instant gratification and frequent rewards.

They prefer games to “serious” work.


Today’s teachers have to learn to communicate in the language and style of their students.
– This doesn’t mean changing the meaning of what is important, or of good thinking skills.

Web 2.0
The evolution of the semantic read/write web



 Web 2.0 is a term often applied to a perceived ongoing transition of the World Wide Web from a collection of static websites to a fullfledged computing platform serving web applications to end users.
– Tim O’Reilly

 Whatever
 Whenever
 Wherever
– Tom March, Web-based educator, author, and instructional designer

 The New WWW—offering us whatever we want, whenever and wherever we want it— may seem like just an extension of our alreadytechnology-enhanced contemporary life

To counteract the New WWW’s potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant

Media Education for the 21 st Century
Henry Jenkins, Director of the Comparative
Media Studies Program at MIT


“If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life.”
— New London Group (2000)

 According to a recent study from the Pew
Internet & American Life project (Lenhardt &
Madden, 2005), more than one-half of all teens have created media content, and roughly onethird of teens who use the Internet have shared content they produced.

 Relatively low barriers to artistic expression and civic engagement

Strong support for creating and sharing one’s creations with others
 Some type of informal mentorship whereby what is known by the most experienced is passed along to novices

 Members believe that their contributions matter
 Members feel some degree of social connection with one another (at the least they care what other people think about what they have created)

 Affiliations — memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, Second Life, or MySpace
 Expressions
— producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups

 Collaborative Problem-solving — working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia , alternative reality gaming, spoiling).
 Circulations
— Shaping the flow of media (such as podcasting, blogging).

 A growing body of scholarship suggests potential benefits of these forms of participatory culture, including:
– opportunities for peer-to-peer learning,
– a changed attitude toward intellectual property,
– the diversification of cultural expression,
– the development of skills valued in the modern workplace, and a more empowered conception of citizenship.

 Participatory culture shifts the focus of literacy from one of individual expression to community involvement.
 The new literacies almost all involve social skills developed through collaboration and networking.
 These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.





Play
— the capacity to experiment with one’s surroundings as a form of problem-solving
Performance
— the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world processes
Appropriation
— the ability to meaningfully sample and remix media content





Multitasking
— the ability to scan one’s environment and shift focus as needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information sources

 Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
 Networking
— the ability to search for, synthesize, and disseminate information
 Negotiation
— the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

Current Applications

 The term viral video refers to video clip content which gains widespread popularity through the process of
Internet sharing.
















YouTube
Spymac
Revver blip.tv
visuarios.com
Break.com
Dailymotion.com
GoFish
Albino Blacksheep
Google Video
Joost
Metacafe
MSN Soapbox
Stupid Videos vMix
Youare.tv

 Eyespot
– http://www.eyespot.com/
 Jumpcut
– http://www.jumpcut.com/
 Cuts
– http://www.cuts.com/
 Creative Commons
– http://creativecommons.org/

John Edwards Announces His
Candidacy on YouTube

First Social Networking Campaign http://my.barackobama.com/

http://secondlife.com/

 Second Life is a 3-D virtual world entirely built and owned by its residents.
 Since opening to the public in 2003, it has grown explosively and today is inhabited by a total of
4,247,607 people from around the globe.

 In October 2006, Reuters opened a news bureau in Second Life



Feb. 14, 2007 – John
Edwards was the first presidential candidate to set up shop in Second
Life
Jerimee Richir (a.k.a.
Jose Rote) is the SL volunteer campaign manager

“… think of this as a scouting mission… it is unofficial in that the campaign is not spending money, and I am not paid, however the campaign is aware that we are organizing in Second Life, and cooperating as much as they can. I keep them updated on what I have learned, and they let me know things that will be helpful.”

 Over 70 colleges have created virtual networks with Second Life
 Harvard Law -
CyberOne: Law in the
Court of Public Opinion
 Ball State, Central
Missouri State,
Pepperdine, University of Tennessee, Bradley
University

 Exploring new tools and techniques for information and scientific visualization
 Presenting, promoting, and selling content to a broad online audience
 Collaborating and communicating in real time between multiple participants
 Researching new concepts/products
 Training and educating in virtual classrooms http://secondlife.com/businesseducation/

http://www.ciconline.org/elections

 eLECTIONS Supports Meaningful, Memorable
Learning Because it is...
 Accessible:
– You are on the receiving end of resources and expertise brought together from different parts of the globe just to teach YOU, on your desktop, anywhere, anytime. Available for free wherever there is a high-speed Internet connection.
 Multisensory :
– You can see, read, hear and interact with multimedia content --interactivity, video clips, music, text, and excellent graphics. http://www.ciconline.org/elections

 eLECTIONS Supports Meaningful, Memorable
Learning Because it is...
 Content-rich :
– You can learn for yourself how a presidential campaign works with video footage from CNN news and The History
Channel documentaries.
 Self-directed :
– In eLECTIONS, the 3-D game platform allows you to make decisions that influence the outcome of the game.
You continue to learn and explore fundamental election concepts with the "Digging Deeper" content – all at your own pace. http://www.ciconline.org/elections

Students as Creators

 A blog is a website for which an individual or a group frequently generates text, photographs, video or audio files, and/or links, typically (but not always) on a daily basis.
– The term is a shortened form of weblog.
– Authoring a blog, maintaining a blog or adding an article to an existing blog is called "blogging".
– Individual articles on a blog are called "blog posts,"
"posts," or "entries".
– The person who posts these entries is called a
"blogger".

Why the sudden popularity of blogs?
 RSS - Really Simple Syndication

http://www.bloglines.com/

https://www.google.com/reader/view/

 RSS + Feed Reader/Aggregator = personalized learning/affinity network
–
The new WWW in action
 RSS is not limited to blogs
– News feeds
– Podcasts
– Wiki edits and discussions
– Social bookmarking
 Multiple users

 Blogs are tools, and like any tools they can be used or misused.
– Misuse occurs more often when there's a lack of instruction. (MySpace, Xanga, Facebook)
 Interactivity, publishing, collective intelligence








People will read it.
People might not like it.
They might share test answers with others.
They might be found by a child predator online
They might write something inappropriate.
They might find something inappropriate.
They might get other students to start blogging. http://blogging101.wikispaces.com/whywhynot









People will read it.
They might like it.
They might share what they've learned with others.
They might participate in a collaborative learning project.
They might become inspired to learn.
They might inspire others to learn.
They might get other students to start blogging.
If they don't talk in class, they might on a blog. http://blogging101.wikispaces.com/whywhynot

Teacher Blogs
 Homework
 Keep Parents in the
Loop
 Virtual In-service
 Professional collaboration
Student Blogs
 This week in class, we...
 Student Work
 Online portfolio
 Peer/teacher feedback
 Book blogs
 Connect with an expert

Successful Tips for “Book” Blogs
 Get comfortable with blogging
 Choose a relevant book [article, topic, etc.]
 Devise interesting questions

Solicit the author’s involvement
 Welcome bloggers [experts] from outside the classroom
Erik Langhorst – “The Dixie Clicks” 12/1/2006 http://www.schoollibraryjournal.com/article/CA6395089.html

http://blogging101.wikispaces.com/bloggersbeware

 Blogmeister http://classblogmeister.com/
 Edublogs http://edublogs.org/

Students as Producers

 iPod + Broadcast = Podcast
–
Amateur radio
– Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet using either the
RSS or Atom syndication formats, for playback on mobile devices and personal computers.

 Podcasts enable students to share their knowledge and expertise with others through a creative outlet.
 Podcasts tap into a mode of media input that is commonplace for digital natives.
 Podcasts empower students to form relationships with the content and each other in relevant ways.

 Podcasting is yet another way for them
[students] to be creating and contributing ideas to a larger conversation, and it’s a way of archiving that contribution for future audiences to use.
– Will Richardson, Blogs, Wikis, Podcasts and Other
Powerful Web Tools for Classrooms

 In the classroom, educators and students can use podcasts to inform others about class news, current events, and areas of interest.
 Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new.
 Podcasts can also be used to edutain others through creative narratives.

 Podcasts engage students in thinking critically about their speaking fluency and communication skills.
 The opportunity to create a podcast about what students would like to discuss and share with others is extremely motivating.

Ideas for Podcasts
 Daily practice lessons recorded by the teacher or students
 Narratives
 Conversations
 Oral histories
 Vocabulary and/or concept practice
 Oral tests

Ideas for Podcasts
 Pod-tours
 Unit or topic podcasts as overview/review of unit
 Oral reports
 Supplement instructional materials with existing podcasts created by others
 Information for parents

My Class Unit Podcast Segments
Political Policy Overview one governmental/political trend
Vocab Vibes Explain and use two vocabulary words
Innovation Station Define and explain the impact of one invention or innovation
Cultural
Commentary
Explain the motivation for and effects of one new cultural trend
Business Report Discuss the economic impacts of one event, trend, law, etc.
Rewind the Mind Select one event or decision and hypothesize about what would have happened if the result had been different

My Class Unit Podcast Segments
Living History Interview one character
Kids' Korner Explain what it was like to grow up in this era
Web Wowzers Review one Internet site – giving specific details about the contents of the site
Editorial
Edition
Select one event, law, trend, individual, etc. and provide your personal opinion
Legal Learning Explain the motivation for and effects of one law or court case
Intro/Outro Responsible for sewing together all the podcasts segments – creating intro and outro segments, adding transitions and music, and crediting contributors

 Along with the use of technology there are certain responsibilities that educators and students need to follow.
– Educators need to instruct students on safe and acceptable use of technology in and outside of the classroom.
– Not only do students need to learn how to appropriately research, but also how to safely and properly share information online.
– Podcasts allow students to learn first hand about copyright laws and fair use issues.

 Listen to a few podcasts online
– iTunes > Source List > Podcasts > Education
– http://www.podcastalley.com/
– http://www.ipodder.org/
– http://epnweb.org/
– http://www.jakeludington.com/archives/000405.html
(“Podcasting with Windows Media Player)
 Get a feel for the genre
– Podcasts are not “polished” – production value is secondary to the content














History On Air
Matt's Today in History
Speaking of History
Monticello Podcasts
Colonial Williamsburg History Podcasts
Lewis and Clark Trail Podcasts
Discovery Channel Podcasts
NPR Podcasts
PRI Radio Podcasts
BBC Radio Podcasts
ABC News Podcasts and Vodcasts
Smithsonian Podcasts
Podictionary http://jdorman.wikispaces.com/+Podcasting

3.
4.
5.
1.
2.
6.
7.
8.
Write your script.
Practice.
Record your audio file. ( Audacity )
Edit your audio (Effect > Normalize)
Add and credit legally useable music ( optional )
File > Save Project.
File > Export as MP3 > Edit ID3 Tags
Upload the MP3 file to a web server. ( GCast and
Audioblogger ) http://jdorman.wikispaces.com/+Podcasting

Audacity – Audio Editing Software
 http://audacity.sourceforge.net/

Publishing Your Podcasts - GCast

 Education Podcast Network
 University of Wisconsin-Madison Podcasting
 Pod Pedagogy

http://jdorman.wikispaces.com/+Podcasting

How Mass Collaboration
Changes Everything

 In the last few years, traditional collaboration—in a meeting room, a conference call, even a convention center—has been superceded by collaborations on an astronomical scale.
 Today, encyclopedias, jetliners, operating systems, mutual funds, and many other items are being created by teams numbering in the thousands or even millions.
 While some leaders fear the heaving growth of these massive online communities, Wikinomics explains how to prosper in a world where new communications technologies are democratizing the creation of value.
http://www.wikinomics.com/

 A wiki is a type of website that allows users easily to add, remove, or otherwise edit and change most available content.

 A single page in a wiki is referred to as a "wiki page", while the entire body of pages, which are usually highly interconnected via hyperlinks, is "the wiki“
– in effect, a wiki is actually a very simple, easy-touse user-maintained database for searching and creating information.

 Wikis are generally designed with the philosophy of making it easy to correct mistakes, rather than making it difficult to make them.

 Thus while wikis are very open, they provide a means to verify the validity of recent additions to the body of pages.
– The most prominent, on almost every wiki, is the
"Recent Changes" page—a specific list numbering recent edits, or a list of all the edits made within a given timeframe.

 Wikipedia is as reliable as other external sources we rely on.
 Properly written articles cite the sources, and a reader should rely on the Wikipedia article as much, but no more, than the sources the article relies on.
 If an article doesn't cite a source, it may or may not be reliable.
 Students should never use information in a wiki until they have checked those external sources.
 A More Reliable Wikipedia?
– http://discoveryeducation.typepad.com/pennsylvania/2007/02/a_mor e_reliable.html

 Wikis are helping young people develop
“writing skills and social skills by learning about group consensus and compromise—all the virtues you need to be a reasonable and productive member of society.”
– Jimmy Wales, founder of Wikipedia


“The media is controlled by people who have the resources to control it,” he says. “Wikis show that all of us have an equal opportunity to contribute to knowledge.”
– Andy Garvin, head of the Digital Divide Network

 Use wikis as formats for subject guides and supplemental resources.
 Invite students and teachers to annotate and augment your course content on a wiki.
 Make wikis meeting places for learning communities inside and outside the school.
 Link librarians and teachers in your district in a collaborative enterprise.
 Create interactive learning activities (WebQuests, collaborative research, etc.)

Professional Learning Communities

PLC – Curricular Collaboration

 Wiki Walk-Through http://www.teachersfirst.com/content/wiki/
– What’s a wiki?
– Who uses wikis?
– Wikis or blogs?
– How to use wikis with students.
– Ideas for activities, projects, collaborations, etc.
 Using wikis in Education (blog) http://ikiw.org/
 Classroom use of wikis http://www.teachinghacks.com/wiki/index.php?title=
Wikis

 Wikispaces is offering K-12 organizations their premium membership for free
– No advertisements
– Greater storage capacity
– Enhanced privacy settings http://www.wikispaces.com/site/for/teachers100K

http://jdorman.wikispaces.com/Social+Learning

http://jdorman.wikispaces.com/Social+Learning

http://www.pageflakes.com

http://www.diigo.com/

http://groups.diigo.com/groups/edn

http://www.gradefix.com/

http://www.mynoteit.com/

http://del.icio.us/

http://stu.dicio.us/











Note-taking
– Note commenting
– Note sharing
Keyword link to Google and Wikipedia
To-Do Lists
Schedule
Document storage/tracking
Grade organizer
Privacy Features
RSS Feeds
Integration with Facebook
Social Networking http://stu.dicio.us/

http://www.furl.net/

http://www.blinklist.com/

http://www.blinklist.com/static/classroom.php

 Find an article, video, or podcast online and submit it to Digg.com. Your submission will immediately appear in “Upcoming Stories,” where other members can find it and, if they like it, Digg it.
 Subscribe to RSS feeds of particular topics, popular/upcoming sections, individual users, and the search terms of your choice
 Digg. Participate in the collaborative editorial process by Digging the stuff that you like best.
 Build a friend list; then your friends can track what you’re Digging. They can also subscribe to an RSS feed of your submissions and/or your Diggs. http://www.digg.com/

http://www.backpackit.com/

http://www.schoopy.com/

 Wizlite is a tool allowing users to collaboratively highlight important passages on pages on the Internet.
 Users can organize in groups and attach notes to their selections.
 Wizlite is activated by a bookmarklet or
Firefox toolbar extension.
 Wizlite is great for many applications, such as topic discovery (e.g. for talks) or reviewing.
http://wizlite.com/

 NoteMesh is a free service that allows college students in the same classes to share notes with each other.
 It works by creating a wiki for individual classes that users can edit.
 Users are free to post their own lecture notes or contribute to existing lecture notes.
 The idea is that users in the same class can collaboratively create a definitive source for lecture notes. http://notemesh.com

http://www.43things.com/

 What you can do with your photos:
– Upload
– Tag
– Geotag (mapping)
– Blog
– Comment
– Organize
– Organize into online photo albums with annotation
– Form/join groups http://www.flickr.com

 Virtual field trip
 Categorize, analyze, evaluate images
 Geography practice
 Picture books-documentaries
 Display original artwork
 Online scavenger hunts
 Process live field trips
 Upload exported (jpeg) Inspiration graphic organizers

Phixr
Pxn8
Picasa
GIMP
Free Serif PhotoPlus
Paint.Net
Pixia
PhotoFiltre http://www.phixr.com/ http://pxn8.com/ http://picasa.google.com/ http://www.gimp.org/windows/ http://www.freeserifsoftware.com/ http://www.eecs.wsu.edu/paint.net/ http://park18.wakwak.com/~pixia/ http://photofiltre.free.fr/frames_en.htm
Ultimate Paint http://www.ultimatepaint.com/
VCW VicMan’s Photo Editor http://www.vicman.net/vcwphoto/index.htm
ImageForge
Picnik http://www.cursorarts.com/ca_imffw.html http://www.picnik.com/

 Easybib http://www.easybib.com/
 KnightCite http://webapps.calvin.edu/knightcite/
 Landmarks Citation Machine http://citationmachine.net/
 NoodleTools http://www.noodletools.com/
 Ottobib http://ottobib.com/

Eyespot
Jumpcut
Cuts
Windows Movie Maker
Avid Free DV
http://eyespot.com/ http://jumpcut.com/ http://www.cuts.com/ http://www.microsoft.com/windowsxp/using/m oviemaker/default.mspx
http://www.avid.com/freedv/
Implementation Ideas http://jdorman.wikispaces.com/digitalstorytelling


Visit the blog of Discovery Education’s Hall
Davidson to learn how to transfer videos to your iPod
– http://discoveryeducation.typepad.com/discovery_educator
_networ/2006/07/the_megavcr_han.html
 Share your iPod compatible video files on:
– Internet Archive
 http://www.archive.org/index.php
– Public box.net folder
 http://box.net/









NoteStar enhanced research tools http://notestar.4teachers.org/
RubiStar rubric creation tools http://rubistar.4teachers.org/index.php
QuizStar online quiz creation tools http://quizstar.4teachers.org/
TrackStar online hotlist and Internet activity creation tools http://trackstar.4teachers.org/
Web Worksheet Wizard http://wizard.4teachers.org/
Project Poster online project-based activity creation tools http://poster.4teachers.org/
Discovery School Puzzle Maker http://www.puzzlemaker.com/
National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html









A WebQuest for K-12 Teachers utilizing the WebGuide Template -
Internet4Classrooms version http://www.internet4classrooms.com/lesson_plan_quest.htm
WebQuest Template http://www.internet4classrooms.com/lessontemplate.htm
San Diego State University Educational Technology Department
WebQuests Page http://webquest.sdsu.edu/
Best WebQuests http://bestwebquests.com/
WebQuest Templates SDSU http://webquest.sdsu.edu/LessonTemplate.html
Teachnology WebQuest Generator http://teachers.teachnology.com/web_tools/web_quest/
Differentiated Instruction WebQuests http://www.lakelandschools.org/EDTECH/Differentiation/nine.htm
Using the Understanding By Design Model to create WebQuests http://www.bclacts.org/Using%20Ubd%20to%20design%20a%20webqu est.pdf

 Who are your teachers?
 How are you building your own learning networks?
 How are you modeling your learning for your students?
Will Richardson - http://www.weblogg-ed.com/


Jen Dorman’s “Digital Tools for Digital Natives” wiki
– http://jdorman.wikispaces.com

Jen Dorman’s blog
– http://cliotech.blogspot.com/

Jen’s Class Web Page
– http://www.cbsd.org/holicong/jendorman/
 Discovery Educator Network PA blog
– http://discoveryeducation.typepad.com/pennsylvania/

 Join the Discovery Educator Network to connect to over 20,000 educators worldwide who collaborate to support the integration of
21 st century technologies in education.
 Learn more at
– http://jdorman.wikispaces.com/DiscoveryEducator
Network