Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) (Simon, 1969). 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).On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge)

In order to support diverse learner pathways, organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.

Learners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning

They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.

Ongoing shared activities are the backbone of connected learning.

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.

Success beyond the classroom requires tangible connections to real-world career and civic opportunities.

Learners need support from peers and mentors to persist through setbacks and challenges

interest helps us pay attention, make connections, persist and engage in deeper learning

is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

Collaboration Participate Share, Contribute, Connect, Open Practice Example - Learners are collaborating when they build products together to reach a common outcome while leveraging working in the open to connect and learn with individuals and groups online.

Communication Read: Synthesize Write: Compose, Remix Participate Share, Contribute, Connect, Protect, Open Practice Example - Learners are demonstrating good communication skills when they are able to use the web to compose and synthesize web content and remix information to share and connect effectively with others.

Creativity Write: Design, Revise, Remix Participate: Share, Code, Compose, Contribute, Open Practice Example - Learners are creative when they are able to design new ways to remix and revise information that is accessible and approachable to broader audiences. They co-construct designs with with new partners that increases opportunities to share and contribute to engage more feedback.

Problem-solving Read: Search, Navigate, Synthesize, Evaluate Example - Learners are problem-solving when they are able to use the web to search and critically evaluate information to synthesize findings that support a researched opinion. Write: Design, Compose, Code, Revise, Remix Example - As learners design, code, compose, revise, and remix, they are problem-solving when they create algorithms and designs that improve information sharing and services for themselves and others.

“Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web. They can evaluate web content, and identify what is useful and trustworthy. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code. “Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams. “21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.

history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

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.

When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms? We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

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. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence. This last one is important and takes time to build.

Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

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

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

This means providing a safe, ethical, and supportive culture in their classroom to encourage all students.