Conduct continuous quality improvement. Immediately after an activity, jot down notes on how long it took, what worked, and what could be improved on for the next time

Jigsaw Delegates Hollywood Squares Movable mind maps Trade-n-post

Create or modify activities to ensure collaboration. Be sure to structure the activities foster mutual dependence, match them to the course outcomes, and ensure that learning can be individually assessed

I share the data and anecdotal evidence at the start of the semester with incoming students because there are always a few who are nonbelievers or think collaborative learning is childish, and I have found it necessary to sell it to them

All experienced an increase of at least two full letter grades the subsequent time.

I then compared those averages to the averages after I implemented collaboratively structured activities and found the average scores improved 3–8 percent over lecture alone.

Collaborative Learning Group Work Group effort required “Divide and Conquer” mentality Learners accountable to each other More free-riders Social skills are improved Minimal interaction required Helping and sharing is expected Helping and sharing is minimal Emphasis on process and product Emphasis on product only

however, if a collaborative activity is designed well, it can be reused or tweaked for a future semester, which is a time-saver in the long term.

Some may consider this time commitment a drawback to using collaborative learning;

The key is to structure the activities collaboratively so that learners are mutually dependent on each other yet are held individually accountable. This eliminates the free-riders (students who try to coast based on the group’s performance).

Activities are used to teach the competencies of the course, and students assume responsibility for their learning, and they earn their own grades based on their performances on an assessment of the competencies.

I do not give group grades.

Group work is also reported to be a way to incorporate different perspectives, experiences, knowledge, and skill sets, but in my experience, the same could be said for collaborative learning.

Initially, I found that when students were placed in groups, they didn’t necessarily work together. What I discovered was that the activities needed to be structured collaboratively to promote learning.

“Activities may differ considerably, but focus on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.”

Group work is often described as a good way to improve productivity by delegating tasks. However, this gives rise to what I refer to as the “divide and conquer” mentality (students who complete only a portion of the workload and then share answers with their group).

In collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material."

In the collaborative learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. In so doing, the learners begin to create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework. Thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged.

Learning flourishes in a social environment where conversation between learners takes place. During this intellectual gymnastics, the learner creates a framework and meaning to the discourse.

knowledge to a framework of prior knowledge. Learning requires a challenge that opens the door for the learner to actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it.

Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge.

"Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level.

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology.

Starting with a good toolkit is essential for designing learning experiences that reach the Modification and Transformation level of the SAMAR model.

Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology).

At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.

integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development

ffective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains

teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts

students can receive incorrect information and develop misconceptions about the content area

teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach

integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts

It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning

Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development

. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995)

effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains

t. Moreover, it allows teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an “add-on” instead to focus again, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts.

Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies.

The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used.

Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways.

, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts

Many approaches to teachers’ professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.

Furthermore, teachers have often been provided with inadequate training for this task.

Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.

Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development

Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than other

Over time, these technologies achieve a transparency of perception (Bruce & Hogan, 1998); they become commonplace and, in most cases, are not even considered to be technologies. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).O

Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

TPACK, or technology, pedagogy, and content knowledge).

Social and contextual factors also complicate the relationships between teaching and technology. Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today

effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

social support to overcome adversity and provide recognition.

Quest to Learn

Connected learning isn’t a burden that one organization shoulders on its own, and is about building connections across different sites of learning.

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments

less privileged kids are being left behind

new digital and networked technologies expand opportunities to make connected learning accessible to all young people

Young people learn best when actively engaged, creating, and solving problems

personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them

onnected Camps is a benefit corporation that offers virtual summer camps and afterschool programs in the game of Minecraft. High school and college Minecraft experts are trained to teach younger kids coding, engineering, game design, and digital citizenship. The programs mine the enthusiasm that kids have for the most popular game of all time, by building connections with mentors who share their interest and help them level up in high-tech skills. http://connectedcamps.com/

Quest to Learn is a unique middle and high school in New York City that was founded by game designers and educators and embodies a game-based approach to teaching and learning. Quest to Learn connects young people’s interests in gaming to academic achievement through collaborative challenges and problem solving. http://www.q2l.org/

learning rather than distraction.

Connected learners have a web of relationships and organizations that support their learning, beyond the formal educational pipeline.

connected learning puts progressive, experiential, and learner-centered approaches

game-based approach to teaching and learning.

harness these new technologies for learning rather than distraction.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

game-based

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.  

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.

Spider Web Discussion is an adaptation of the Socratic seminar in that it puts students squarely in the center of the learning process, with the teacher as a silent observer and recorder of what s/he sees students saying and doing during the discussion. Her method is used when the teacher wants students to collaboratively discuss and make meaning of a particular learning concept

Record your observations 2 Share with fellow naturalists 3 Discuss your findings

Project Noah was created to provide people of all ages with a simple, easy-to-use way to share their experiences with wildlife. By encouraging your students to share their observations and contribute to Project Noah missions, you not only help students to reconnect with nature, you provide them with real opportunities to make a difference.

SAMR Elementary Examples

We decided to use photography as a centerpiece of the new program. Photography emerged as the medium of choice because it:

Having students use self and peer evaluation sheets proved to be beneficial. When they were able to stop and reflect on the work they and their peers did, they were able to identify what was going well and what could be improved. I

Collaboration had the same results via technology as in person, increased learning opportunities.

Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.

Decomposing a difficult task into parts to saves time. You can then assign different roles.

Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create ‘freeloading’ where not all members participate. A moderate size group of 4-5 is ideal.

Lev Vygotsky’s seminal work asserted that social interaction is a fundamental aspect of learning. And if he were alive today, he would most likely agree with the saying “two minds are better than one.” He might add, “Better yet, how about three or four?”

Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.

teachers of low income students tended to report more obstacles to using educational technology effectively than their peers in more affluent schools.

Smart phones have helped bridge the divide, as they provide internet access to populations previously at a digital disadvantage.

Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings.

s economic and political opportunity

The potential of cross-generational learning and connection unfolds when centered on common goals.

Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements.

In their everyday exchanges with peers and friends, young people fluidly contribute, share and give feedback. Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

2. Production Centered

“For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

In math and English, teachers cede the floor to students so they can teach one another. In math class, students are given challenging class problems that encourage them to seek ideas and advice from their group members.

e teacher selects one student to be the moderator and another to be the discussion tracker who records the flow of the conversations. The moderator can look at the discussion tracker’s notes and see which students he should invite to chime i

he teacher also gives out a group-collaboration grade for each unit, which is worth 10 percent of a

Because the group work is intentionally more difficult, this process keeps individual students accountable for full participation in group work.

In English, the discussions are open-ended, allowing for multiple right answers.

a Harkness tab

let students teach one another, and encourage students to be in tune with one another.

focus on the process,

teachers must be willing to “cede the floor” to the students.

Integrating technology in your classroom is a great way to connect your students to nature—increasing their likelihood of becoming environmental stewards and making a positive impact on our planet.

These websites allow your students to report sightings (of robins, earthworms, frogs, mushrooms, etc.) and share pictures for a variety of projects or missions that help scientists across the world.

So children need direct exposure to nature. Given their increased access to technology, can we use technology to enhance that direct exposure?

What would it mean to consider an educational agenda that includes more flexible, informal, diverse, and interest-driven learning environments? Can we do this in a way that elevates all youth rather than serving the privileged minority?

Despite its power to advance learning, many parents, educators, and policymak-ers perceive new media as a distraction from academic learning, civic engagement,

attributes her success to the writing skills she developed in the role-playing world (see Case Study 1).Clarissa’s out-of-school engagement in creative writing is an example of what we have dubbed connected learning—learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

building something useful

John Seely Brown

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For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

but how we use our judgment to maintain awareness of what we are reading and writing

Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time

It is important for students to recognize that although technology gives us a lot of power,

I allow them the choice of which platform to use for the support they need, but I make sure they ask questions.

I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior

I allow them the choice of which platform to use for the support they need, but I make sure they ask questions

Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

Think of the use of social media during the Arab Spring. People used social media in a way that went far beyond knowing how to click and deep into civic uses and navigating ways to communicate with others under the radar of a communication-hindering government. It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.

orldwide, there is great focus on bringing Internet skills into the school classroom.

Figure 1.6. The Big Picture of a Design Approach

Students will use an understanding of the elements of good nutrition to plan a balanced diet for themselves and others

Consider the ways professionals work within their chosen disciplines—conducting investigations in science, writing for different purposes (to inform, persuade, or entertain) to real audiences, interpreting events and primary source documents in history, applying mathematics to solve real-world problems, researching, critiquing books and movies, and debating issues of social and economic policy

"For any subject taught in primary school, we might ask [is it] worth an adult's knowing, and whether having known it as a child makes a person a better adult" (p. 52). A negative or ambiguous answer means the "material is cluttering up the curriculum."

We would say that student learning is incomplete if the unit or course concluded without mastery of these essentials.

we sharpen our choices by specifying important knowledge

Clearly, we cannot address all areas; thus, the largest ring identifies knowledge that students should find worth being familiar with. During the unit or course, what do we want students to hear, read, view, research, or otherwise encounter?

Broad-brush knowledge, assessed through traditional quiz or test questions,

he term enduring refers to the big ideas, the important understandings, that we want students to "get inside of" and retain after they've forgotten many of the details. F

helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal.

We are advocating the reverse: One starts with the end—the desired results (goals or standards)—and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform. T

Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways

What activi-ties, sequence, and resources are best suited to accomplish our goals?

Acquisition of content is a means, in the service of meaning making and transfer.

n the UbD framework, we have identified six facets of understanding for assessment purposes.

The UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align-ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.

Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance.

Stage 1: Desired ResultsWhat long-term transfer goals are targeted?What meanings should students make in order to arrive at important understandings?What essential questions will students explore?What knowledge and skill will students acquire?What established goals/standards are targeted?

Stage 1 focuses on “transfer of learning.” Essential companion questions are used to engage learners in thoughtful “meaning making” to help them develop and deepen their understanding of important ideas and processes that support such transfer.

The UbD framework helps focus curriculum and teaching on the develop-ment and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill)

FiebighasusedtheinteractiveonlinevideogameSecondLifetodrophisstudentsintoaremarkablyfaith-fulonlinereplicationofShakespeare’sGlobeTheatre,whichwasrecentlyaddedtothegame’sonlineuniverse.Bycreatingandcontrollingindividualcharacters(or“avatars”),hisstu-dentscanjoinhiminthedigitalGlobeandgetaninteractivesenseofwhatitwaslikeseeaplaythere

Thesur-veyrevealsthatolderfaculty(thoseteachingfor20yearsormore)usesocialmediaatalmostthesamelevelastheiryoungerpeers.

arebecom-ingsodominantintheclassroomthatit’shardtoimagineanyprofessororstudentmakingitthroughaweek(orevenaday)withoutthem

Interactive,community-focusedonlinetools–thinkofprogramslikeSkype,Twitter,Facebook,YouTube,blogs,wikis

students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

Garth is an adolescent male attending high school in the northeast of the United States. You can review his work on his

degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do.

eing audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.

They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource.

They then know how to judge the credibility of these sources.

Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

Understanding basic principles, purpose, and applications of coding and programming languages.

Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources

Approachable and accessible

Does one need to code in order to be considered web literate?

degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do.

how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

Combined with 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world

Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings.

Understanding basic principles, purpose, and applications of coding and programming languages.

Web Literacy Map Version 1.5: Read, Write, and Participate for a Better Web

To this end, mobile apps and Web 2.0 tools can facilitate implementation of activities requiring students to use skills at the top three levels of Bloom’s Revised Taxonomy--analyzing, evaluating, and creating.

10 Examples of Media Literacy Activities

10 Ways To Integrate Social Media In The Classroom

Teaching Gymnastics Skills in Elementary PE

Teachers should also help students develop healthy habits and attitudes when using technology. Educators need to take an active role in helping them understand the benefits, dangers, and opportunities technology provides.

The learning process is a two-way street. As the teacher relays information to the student, the student ought to have the right to challenge ideas and engage in discussion with the teacher in order to reach a deeper understanding.

There are plenty of benefits to schools using these resources in all areas of education, including physical education: Students creating and watching best practice/technique videos for physical training or sports Reviewing sports mechanics videos from professional athletes or online trainers Create health video projects demonstrating the proper diet and lifestyle of a fit young adult

Alan poses a question in his TEDx talk that we should ask students: “Do you know how to use Google?” Of greater importance, the same question should be asked of teachers.

The Teaching Tolerance Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.

s It an Essential Question?A question is ‘essential’ if it . . .• Has no simple ‘right answer’ that can be looked up;• Is meant to be investigated, argued, looked at from different points of view;• Raises other important questions, and if the question itself can be fruitfully questioned;• Naturally arises in everyday life, and/or in ‘doing’ the subject;• Constantly and appropriately recurs; it can be asked and re- asked over time, and as a result of further learning.

There’s a great saying that is so true here – just because you know something doesn’t mean you understand it. I know that the sky is blue, but that doesn’t mean I can explain to you the science behind why. Students may be able to correctly answer 8 x 6 on a math test, but that doesn’t mean that they can also show you what 8 x 6 represents with a box of manipulatives or in a real life situation.

When English computer scientist Tim Berners-Lee laid the foundation for the web in the late 80s, he created a system akin to Lego blocks. Pieces could easily be taken apart and put back together again. This tactile nature is the essence of the web, and it dovetails with hands-on learning. As teachers adopt web literacy into their curriculum, it’s best for students to actively practice what they intend to perfect, like coding chops, web page building and more.

Use an array of features such as drawings, notes, free text, images, sound recordings, and so much more.

Best Student-Collaboration Tools

Technology in the Theatre Classroom

Browse our selection below and read every play script for free!

Completely free to read.