How+technology+can+be+used

media type="custom" key="5293029" //“For the first time ever,// //children are taking control of// //the critical elements of a// //communications revolution.// //On the Net, children must// //search for rather than simply// //look at information. This// //forces them to develop// //thinking and investigative// //skills, and much more. They// //must become critics. Which// //websites are good? How can// //they tell what is real and what// //is fictitious….”// (Tapscott 26) __[|**http://www.edu.gov.mb.ca/k12/cur/ict/framework.pdf**]__ 

Connecting to current technology and infusing within pedagogy benefits the student, teacher and classroom.

WHAT WORKS? media type="custom" key="5268081" http://www.edutopia.org/digital-generation-educators

Technology is part of students' world. They play, are entertained by, and learn with the computer. They tend to be more visual learners than previous generations because their world is rich in visual stimuli. They also thrive on interacting with the device. So it is fitting that we design learning materials and opportunities that capitalize on what we know about how our students prefer to learn. That is just what many of our colleagues in schools and post secondary institutions are doing. The Web is at the heart of many of these initiatives.

For example, Digital storytelling can be used as a strategy for facilitating students.
Shaping our world: Digital storytelling and the authoring of societyby //Brzoska, Karen Lynn//, Ed.D., **University of California, Irvine and California State Polytechnic University, Pomona**, 2009 , 169 pages; AAT 3364981  Abstract (Summary)

Globalization, networked societies, and a knowledge-based economy engender increasing reliance on digital communication technologies for the dissemination of information and ideas (Castells, Fernandez-Ardevol, Qiu & Sey, 2006). While the technological revolution has broadened access this digital domain, participants often adopt the passive role of information consumers (Kellner & Share, 2005). If educators are to provide a diverse student population with the skills needed for active engagement as knowledge producers and publishers, new approaches to literacy education must be implement (Myers & Beach, 2004; Peters & Lankshear, 1996; Ware & Warschauer, 2005). This dissertation study focuses on the use of digital storytelling as a strategy for facilitating student acquisition of the new literacy skills needed for active participation in academic, private and public spheres. For this study, the traditional definition of digital storytelling is expanded to include video and web-based stories and the use of web 2.0 technologies such as blogs. Conducted at California State Polytechnic University, Pomona, the study investigates six courses in which higher education faculty engaged students in the authoring of digital stories. Qualitative methods were used to collect and analyze a variety of data sources including interviews with 6 faculty members and 23 students, student-produced digital stories, and notes from 21 class observations. **Results show the role digital storytelling can play in fostering higher-order thinking skills, developing student authorial voice, and helping students understand that insofar as knowledge is a social construct, resultant ideologies are negotiable, contestable, and revisable.** Although a number of factors that promote student acquisition of new literacy skills were revealed, the investigation also resulted in the identification of a number of hindrances related to the authoring process. This dissertation highlights these factors and provides a list of suggested strategies for the effective implementation of digital storytelling into higher-education curricula.