Chapter 5: Building Knowledge Without Boundaries: Online Learning

Online learning is becoming the way to learn. Not only can students do projects, research, etc..., but now colleges are offering degrees on them. I think this is awesome for adults who are trying to further their educations, but still have to work. I think it has a different meaning for students still in their early part of education. Students still need interaction with their peers, but as we have become TRC schools I notice a lot of none involved students have become much more willing to be involved in the classroom.

Chapter 4: Accessing Primary Sources to Enhance Critical Thinking

This chapter was an excellent source of how to make things alive in your room. All of these sources are ones that can be used by media specialists/other teachers in buildings. I think it is up to teachers to make sure that students understand the true meaning of "primary sources", but then it is up to students to do the researching/teaching. The chapter is an example of his/her classroom becoming a teacher lead & guide room.

Chapter 3: Emerging Roles Within the Knowledge Community

The part that stood out to me in this chapter was the section on reverse mentoring. I loved the first sentence, "teachers do not need a lot of technical skills." With the way that technology is changed, almost on a daily basis it seems, there is just way too much to keep up with. Teachers need to be able to manage our classroom while students are using many technologies at one time. It is more important for us to to learn what the students are able to do with their skills. Example was designing a website. The teacher doesn't have to design the website, but have the students do it with the teacher acting as one of the publisher/editor.

One thing that I know that I need to really work on was listed on page 39, The essential skill is to know: what to publish, when to publish, & hot to help students make a meaning of feedback.