Why should we use technology to support learning? Where does the responsibility lie to prepare young people to be active and successful cybercitizens? Can we go on confiscating pupils’ smartphones indefinitely? Authentic Learning for the Digital Generation is a vital examination of young people’s use of personal devices, online creative communities and digital gaming. It calls into question the idea of the ‘digital native’ and shows clearly that the majority of young users need help and support in order to benefit from the rich learning potential of personal, mobile and online technology use. Written by a leading authority on the role of digital technologies in education, it looks in detail at the practice and implications of learning using personal devices, collaborative online spaces, learning platforms, user generated content and digital games. In particular, approaches to solving problems, building knowledge, manipulating data and creating texts are examined. It offers clear strategies, a vision for what effects on learning we might reasonably expect when children are given access to different types of technology, and explores the challenges of managing these practices in the classroom. Authentic Learning for the Digital Generation offers careful analysis at a time when there is much discussion about young people emerging from school unprepared for the world of work and often struggling to manage their personal relationships as they are exposed to strong content and harsh criticism online. It considers what we know of childhood experience in a digital world and offers ways in which schools and teachers can embrace the opportunity presented by ubiquitous ownership of connected, digital devices to enrich and deepen learning.

An innovative look at reshaping the educational experiences of 21st-century learners! Inspiring thoughtful discussion that leads to change, this reader-friendly resource examines how the new digital landscape is transforming teaching and learning in an environment of standards, accountability, and high-stakes testing and why informed leadership is so critical. The authors present powerful strategies and compelling viewpoints, underscore the necessity of developing relevant classroom experiences, and discuss: Attributes common among digital learners The concepts of neuroplasticity and the hyperlinked mind An educational approach that supports traditional literacy skills alongside 21st-century fluencies Evaluation methods that encompass how digital generation students process new information

Take an in depth look at technology trends and the practices, possibilities, and direction needed to integrate a technology-open mindset into the work of a student affairs educator. This volume explores ways practitioners can engage the digital generation of students and colleagues on their campuses and beyond. Topics covered include: Student affairs administrators’ use of digital technology and how to develop and utilize their digital identities Increasing digital fluency and creating a more intentional digital mindset among senior student affairs officers College student development in digitized spaces and the application of digital data in student engagement efforts The development of guiding documents to inform digital and social strategies. This is the 155th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

How can you create an authentic learning environment—one where students ask questions, do research, and explore subjects that fascinate them—in today’s standards-driven atmosphere? Author Larissa Pahomov offers insightful answers based on her experience as a classroom teacher at the Science Leadership Academy—a public high school in Philadelphia that offers a rigorous college-prep curriculum and boasts a 99 percent graduation rate. Pahomov outlines a framework for learning structured around five core values: inquiry, research collaboration, presentation and reflection. For each value, she presents: * A detailed description of how the value can transform classroom practice and how a “digital connection” can enhance its application. * A step-by-step outline for how to implement the value, with examples from teachers in all subject areas. * Solutions to possible challenges and roadblocks that teachers may experience. * Suggestions for how to expand the value beyond the classroom to schoolwide practice.* Anecdotes from students, offering their perspectives on how they experienced the value in the classroom and after graduation. The framework is a guide, not a prescription, and middle and high school teachers—individually or as a team—can use it to structure whatever content and skills their current school or district requires. The book also includes suggestions for how to integrate technology into inquiry-based education, but the principles and approaches it describes can be applied successfully even in places without abundant technology. Both practical and inspiring, Authentic Learning in the Digital Age is an indispensable handbook for reinvigorating teaching and learning in a new era.

Place Your Students At The Forefront of 21st Century Media Production All education hinges on effective communication. This book shows how student mastery of media literacy and creation is the key to demonstrating learning in the 21st Century. The strategies and tactics these pages offer equip educators to make their students enthusiastic experts at producing dynamic media projects. Content includes: The how, why, and when of prompting students to create their own media across content areas. The benefits of media sharing, and how to do it responsibly. The innovative use of Augmented Reality, so readers can activate a video on the book’s printed pages with their mobile devices.

Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to * Create authentic tasks and projects to address both academic standards and 21st century skills. * Apply task frames to design performance tasks that allow voice and choice for students. * Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. * Incorporate performance-based instructional strategies needed to prepare students for authentic performance. * Differentiate tasks and projects for all students, including those needing additional support or challenge. * Effectively manage the logistics of a performance-based classroom. * Use project management approaches to facilitate successful implementation of tasks and projects. * Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.

Examines the impact of Common Core State Standards on teaching and learning within elementary classrooms. Focusing on the influence that Common Core has on teacher education programs and how the implementation of educational technologies is continuously changing the field, this book is suited for teacher educators, researchers, administrators, classroom teachers, and policy makers.