One+book+quotes+and+passages

Hi, Lisa here...purple this time. I've read (some) of __Teaching the iGeneration__ and found the following passages very interesting and/or meaningful:

p. 2 "...parents and teachers see the Internet as a place for gathering //information//, the iGeneration sees the Internet as a place for simply gathering //together// (boyd, 2008)."

p. 3 " 'My worry is the fundamental concept of aloneness the Internet fosters,' writes Dina, "disconnected not only from each other, but from our physical world. In terms of our *actual* human needs...the idea that we are, and can exist healthily, completely under our own steam is a pure falsehood. It's that simple' (Dina Strasser, personal communication, March 30, 2008)."

p. 5. [speaking about iGeneration:] "Whatever their other virtues, these minds know far too little, and they read and write and calculate and reflect way too poorly. However many hours they pass at the screen from age 11 to 25, however many blog comments they compose, intricate games they play, videos the create, personal profiles they craft, and gadgets they master, the transfer doesn't happen. The Web grows, and the young adult mind stalls. (Bauerlein, 2008, Kindle location 1683-1695)"

p. 6 "Moving forward, then, begins by introducing teachers to ways in which digital tools can be used to encourage higher-order thinking and innovative instruction across the curriculum. iGeneration students, regardless of demographics, have shown an excitement for digital opportunities to learn, and technologists all over the world have created a range of tools that make collaboration, innovation, and individual exploration possible. Despite Bauerlein's skepticism and a mountain of statistical doubt, today's students can be inspired by technology to ponder, imagine, reflect, analyze, memorize, recite, and create --but only after we build a bridge between what they know about new tools and what we know about good teaching."

p. 7 "this discovery --that learning depends on skills instead of tools-- is one that many educators are struggling to make. Instead of recognizing that tomorrow's professions will require workers who are intellectually adept --able to identify bias, manage huge volumes of information, persuade, create, and adapt-- teachers and district technology leaders wrongly believe that tomorrow's professions will require workers who know how to blog, use wikis, or create podcasts. As a result, schools sprint in new digital directions with little thought, spending thousands on technology before carefully defining the kinds of learning that they value most. The consequences are high-tech classrooms delivering meaningless, low-level instructional experiences. 'You can't *buy* change,' argues Sylvia Martinez of Generation YES. 'It's a process, not a purchase. The right shopping list won't change education' (Smartinez, 2010)."

p. 9 "So rest assured. Instead of requiring a complete overhaul of the instructional practices in your classroom or building, 21st century learning depends on nothing more than identifying the ways that new digital tools can facilitate authentic, student-centered experiences with the same enduring skills that you've been teaching for years."