while communications skills themselves are predicted to be critical to success in all field s in the 21 st century economy (Partnership for 21st Century Skills, 2009) .

Leveraging the capabilities of interactive technology to create an educational experience that isn’t possible in a physical, paper - based world

Showing students their perfo rmance in order to generate a sense of ownership and agency

Behavioral Engagement ,

use desktop computers or laptops to access web - based applications.

ability to deploy in a variety of learning environments due to the diversity of implementation approaches that schools utilize .

Affective Engagement, which includes interest and pride in success.

Cus tomize the learning scope, sequence, and content

performance data

G enerat ing student performance data that can help students, teachers, and parents identify areas for further teaching or practice

Providing digital content aligned to teacher - delivered content to r einforce or help students to apply new concepts

described a vision for technology - supported learning that consists of rich, dynamic learning experiences both onli ne and off, and technology that enables teachers to engage deeply with their students one - on - one or in small groups.

(Education Market Research, 2012) .

curriculum software packages

courseware 7 | P a g e (instructional software)

Increasing the amount of writing

give them the capacity to design and deliver personalized instruction to their students .

real - time feedback

instructional arrangement s where children work together to plan, draft, revise, and edit their compositions

collaboration and peer engagement

The iterative, multi - step, and reflective practice of writing is well suited to digital supports and tools, which generate digital artifacts that can be exchanged and also analyzed to reveal a student’s thinking and skil l development (National Research Council , 2001)

Writing helps students at all grade levels (a) better express thoughts, arguments, and ideas, (b) deepen content knowledge, and (c) demonstrate proficiency (Graham & Perrin, 2007) .

However, tools to support students in developing reading and writing skills are lagging far behind,

help teachers , parents and learners diagnose gaps in students’ knowledge and skill and adapt th e learning experienced based on their progress.

deep, one - on - one engagement with their teacher and other students tha t is often missing from today’s classrooms.

2. I nstructional content discoverability

formative assessment data

Reinforcement of practice

persuasive writing using textual evidence

to use writing to support learning in all subjects , including science and social studies ;

through 8 th - grade

in-class, whole group annotation and discussion

Literacy Design Collaborative (LDC

University of Washington ( $610,819 ) The purpose of this award is to develop tools and resources to support school and district leaders in th e implementation of the Common Core State Standards.

Integrate traditional schooling with after-school, out-of-school, and anytime/anywhere learning opportunities

“the process through which a person becomes capable of taking what was learned in one situation and applying it to new situations; in other words, learning for ‘transfer . ’”

effective democratic participation

collaboration

the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9

portfolios,

The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.

to interact and collaborate with others.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

through the effective selection, organization, and analysis of content.

Gather relevant information from multiple print and digital sources,

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

words and phrases

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including visually and quantitatively, as well as in words.

Read closely

One area of great potential is for data whizzes to pair open government data with web crawl data. Government data makes for a natural complement to other big datasets, like Common Crawl’s corpus of web crawl data, that together allow for rich educational and research opportunities. Educators and researchers should find Common Crawl data a valuable complement to government datasets when teaching data science and analysis skills. There is also vast potential to pair web crawl data with government data to create innovative social, business, or civic ventures.

Property Status Conclusions and Implications Intellectual property is neither ‘scarce,’ nor does the taking of it leave “enough, and as good, left in comm on for others” (the Lockean proviso) (Long, 1995, n. pag.; Locke, 1690, Chap. V, Sect. 27).

Both ways being possible, the subject can plainly be handled systematically, for it is possible to inquire the reason why some speakers succeed through practice and others spontaneously; and every one will at once agree that such an inquiry is the function of an art.

[1354a] Rhetoric is the counterpart of Dialectic. Both alike are concerned with such things as come, more or less, within the general ken of all men and belong to no definite science.