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====**How might we encourage technology-shy teachers to (re)train in order to incorporate newer technology into the classroom? In what ways might we lower the barrier to entry for classroom teachers who are unfamiliar with technology or unsure of their ability to teach their discipline's "classics" in a newer/different format?**====

IBM Website: Education for a Smarter Planet Read about recent advances in education technology—cloud computing, open source systems, virtualization, analytics—that can help our educational systems refresh outdated infrastructures with new functionality to become more interconnected, instrumented and intelligent.

Teachers Network: How to Incorporate New Media into the Classroom Read on a variety of topics including how to select grade-appropriate software, how to publish student work on the internet, and how to use compensating technology for special-needs children.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A growing body of scholarship suggests potential benefits of these forms of participatory culture, including opportunities for peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship. Access to this participatory culture functions as a new form of the hidden curriculum, shaping which youth will succeed and which will be left behind as they enter school and the workplace.


 * HASTAC Scholars Discussions:**

Blogs & Beyond: Teaching with Technology and Curiosity The rapid proliferation of digital tools and media is encouraging many of us to rethink our course development and classroom strategies. The adoption of these exciting new tools, however, is not simply a matter of grafting digital elements onto the traditional classroom methods. Instead it uncovers and unsettles many of the basic pedagogical assumptions that have long driven our teaching.

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