we’ve developed elements of online collaborative inquiry, and online content construction to help expand the work students are involved in as they use online information sources to research and develop media skills.

There is no dispute, however, that education provides access to material resources in the form of better paid employment; that it affords an enhanced capacity to participate in civic life; that it promises personal growth.

Internet Reciprocal Teaching Promotes the Five CsCreativity: Students use divergent-thinking skills to generate their own questions and keywords for online searches. Their final projects require them to creatively express their own point of view. Communication: Students share what they learn as they work in small groups and with the whole class. They communicate with a wider audience by posting on a class blog. Collaboration: Students create collaborative knowledge through Internet inquiry and social interactions. They comment on one another's work using technologies such as VoiceThread and support one another through instant messaging. Critical Thinking: When using the Internet, students build the text they read, choosing which links to follow and which to ignore. The nonlinear nature of online reading helps support critical thinking. Students also learn to question the perspective and bias of online sources. Comprehension: Students learn important online reading skills, such as how to distinguish news articles from blog posts and editorials. They carefully read texts they encounter online to understand and evaluate different perspectives.

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.

Open learning is becoming a critical focus for K-12 technology-supported programs, both those strictly online as well as blended classroom practices extending into online environments.

Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

Apple’s consistent use of the SAMR model as a framework for technology implementation because the clear and consistent message serves as a reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology.

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.

For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages.

Participating on the open web includes connecting with the communities that share, build, and sustain meaningful content online. A healthy online community requires knowledge of how to create, publish and link content, and an understanding of security in order to keep content, identity, and systems safe.