Information Technology for Learning

This is another first time version of an online class.

Relentless assignments and expectations for being heavily involved in online discussions.

Nine blog posts on issues with using technology in learning.

1. Joyce Valenza's Manifesto:

"Knowledge in the Industrial Age was viewed as fixed, authoritative, discipline-bound, obtained and owned by individuals, and regarded as ‘the truth’. In contrast, knowledge in a knowledge-based society is constantly changing, contested, interdisciplinary, and collaboratively constructed and re-constructed by ‘amateurs’ for massive audiences." (Asselin & Doiron, 2008)

2. 21st Century Skills:
3. Teaching Digital Natives:
4. Filtering:
5. Digital Divide:
6. Copyright:
7. Privacy:
8. Technology PD (yet to be written, due April 5)
9. Technology Integration (yet to be written, due April 12)

One assignment of presenting one of the issues and leading the online class discussion: I presented on Standards for teaching technology.

In this class, I had a group project with another student. We created a wiki and examined a research article on the use of Facebook by university students. You can visit our wiki here:

We have decided to do a group project for the Future Vision project for this class. We are using Henry Jenkins' Core Media Literacy Skills. One student lives in Korea and another in PEI so getting together for Elluminate sessions is difficult. You can follow our progress as we build a wiki together at:

Core Media Literacy Skills

Jenkins, Henry. Building the Field of Digital Media and Learning. Online at

Play: The capacity to experiment with one's surroundings as a form of problem solving. (p. 35)

Performance: The ability to adopt alternative identities for the purpose of improvisation and discovery. (p. 47)

Simulation: The ability to interpret and construct dynamic models of real-world processes. (p. 41)

Appropriation: The ability to meaningfully sample and remix media content. (p. 55)

Multi-tasking:The ability to scan one's environment and shift focus as needed to salient details. (p. 61)

Distributed Cognition: The ability to interact meaningfully with tools that expand mental capacities. (p. 65)

Collective intelligence: The ability to pool knowledge and compare notes with others toward a common goal. (p. 71)

Judgment: The ability to evaluate the reliability and credibility of different information sources (p. 79)

Transmedia Navigation: The ability to follow the flow of stories and information across multiple modalities (p. 85)

Networking: The ability to search for, synthesize, and disseminate information (p. 91)

Negotiation: The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. (p. 97)

Asselin, Marlene & Doiron, Ray. (July 2008). Towards a Transformative Pedagogy for School Libraries 2. In School Libraries Worldwide, Vol. 14, No. 2, 1 – 18. ProQuest Journals.