How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
A talk delivered at the University of Oslo on a dual level theory of new literacies. For the published work, see: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. The Perfect Storm in Literacy
Education
Donald J. Leu
New Literacies Research Lab
University of Connecticut
Lisa Zawilinski, University of Hartford
Heidi Everett-Cacopardo
New Literacies Research Lab
University of Connecticut
Portions of this material are based upon work supported by the U.S. Department of Education under Award No.
R305G050154 and No. R305A090608. Opinions expressed herein are solely those of the author and do not necessarily
represent the position of the U.S. Department of Education.
3. Important Funding and Support
From:
• Ray and Carole Neag
• The Carnegie Corporation of New York
• IES, U.S. Department of Education
• The National Science Foundation
• North Central Educational Research Lab
• PBS
• The Annenberg Foundation
• William and Flora Hewlett Foundation
• Bill and Melinda Gates Foundation
• Australian Council of Educational Research
• OECD
• Schools and teachers around the world.
5. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
6. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
7. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
8. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
4. Common Core State Standards: Seeking Safe Harbor
9. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
4. Common Core State Standards: Seeking Safe Harbor
5. The New Literacies Research Lab: Informing The
Passage
10. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
4. Common Core State Standards: Seeking Safe Harbor
5. The New Literacies Research Lab: Informing The
Passage
6. What Can We Do Together?
11. Two Images of Our Destination
Port:
New Literacies in the Classroom
14. Grade 8, Language Arts: Online
International Projects
¡Hola! I find some web
sites. I Send ideas to
Tomas and Ben in the
Jose, Costa Rica U.S.
We’re on it!
Making a web
page now.
Hey! Shall we
do Gary
Paulson???
Ben and Tomas, Willimantic
Monique, South Africa
16. The “Perfect Storm” in Literacy
Education:
Three Fronts Converge
The Internet has become this generation’s
defining technology for literacy and
learning.
17. The “Perfect Storm” in Literacy
Education:
Three Fronts Converge
The Internet has become this generation’s
defining technology for literacy and
learning.
Online New Literacies require additional
reading and writing skills, dispositions, and
social practices.
18. The “Perfect Storm” in Literacy
Education:
Three Fronts Converge
The Internet has become this generation’s
defining technology for literacy and
learning.
Online New Literacies require additional
reading and writing skills, dispositions, and
social practices.
The workplace has dramatically changed,
requiring online reading comprehension,
communication, and problem solving skills.
19. I.
The Internet Has Become This Generation’s
Defining Technology For Literacy and
25. Our Students Have Changed
Since 2005, students aged 8-18 in the U.S. have
been spending more time reading online per day
than reading offline: 48 minutes per day vs. 43
minutes per day. (Kaiser Family Foundation, 2005).
In Accra, Ghana:
66% of 15-18 year olds report having gone
online previously; (Borzekowski, Fobil, &
Asante, 2006).
26. II. Online New Literacies Require
Additional Reading and Writing Skills,
Dispositions, and Social Practices
27. The New Literacies of Online
Reading Comprehension: Data
From Think Aloud Protocols
A problem-based, meaning construction
process that requires additional reading
comprehension skills beyond those
required for offline reading.
Define a problem
Locate
Castek, 2008; Coiro & Dobler, 2007;
Evaluate Henry, 2007; Leu, Castek, Hartman,
Synthesize Coiro, Henry, Kulikowich, & Lyver, 2005;
Leu, Kinzer, Coiro, & Cammack, 2004
Communicate Leu, O’Byrne, Zawilinski, McVerry,
& Everett-Cacopardo, 2009
28. Online and Offline Reading
Comprehension Are Not Isomorphic
(r=0.19, n = 89, N.S.)
Leu,
Castek, Online Reading
Hartman, Comprehension =
Coiro, ORCA Blog
Henry,
Kulikowich, Offline Reading =
Lyver, 2005 Connecticut
Mastery Test (CMT)
of Reading
Comprehension
29. Additional Evidence:
Predicting Online Reading Comprehension
R2 Additional R2 Additional R2 Total R2
Offline Reading Domain Previous Online Online Reading
Comprehension Knowledge Reading Comprehension
Comprehension
.351* .074 .154* .579*
Offline Reading Comp.=
CT State Coiro, 2007
Reading Test
Online Reading
The new literacies of online reading comprehension
Comprehension =
ORCA Quia
50. Preliminary Taxonomy Of Online
Reading Comprehension Skills and
Strategies
See
Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D.
(2008). Research on instruction and assessment in the new literacies of
online reading comprehension. In Cathy Collins Block, Sherri Parris, &
Peter Afflerbach (Eds.). Comprehension instruction: Research-based best
practices. New York: Guilford Press. Available online at: http://
www.newliteracies.uconn.edu/pub_files/instruction.pdf
The new literacies of online reading comprehension
51. III. The Workplace Has Dramatically
Changed, Requiring Online Reading,
Communication, and Problem Solving Skills
The “General Motors” Model of Economic
Management
CEO
1. Command and control
2. Lower levels of
education required. Upper Level Management
3. Wasted intellectual
capital Upper Middle Level Management
4. Highly inefficient
Wasted
5. Lower productivity intellectual
Middle Level Management
6. Little innovation capital
7. Little need for higher
level and creative Line Supervisors
thinking.
Workers
52. In a Flattened World: Opportunities
Expand but Competition Increases
How do economic units increase productivity?
Flatten The Organization into Problem Solving Teams
Team Team Team Team Team
Greater Intellectual Capital Use = Greater Productivity
These teams take full advantage 1. Define problems
of their intellectual capital to 2. Locate information
the extent their education 3. Critically evaluate information
system has prepared them for 4. Synthesize and solve problems
this. 5. Communicate solutions
53. Which tool has been used by
economic units to increase productivity
and compete?
The Internet
Team Team Team Team Team
Online Reading Comprehension Recent productivity gains are due to
1. Define problems using the Internet to share
2. Locate information information, communicate, and solve
3. Evaluate information problems (van Ark, Inklaar, &
4. Synthesize and solve problems McGuckin, 2003; Friedman, 2005;
5. Communicate solutions Matteucci, O’Mahony, Robinson, &
Zwick, 2005).
54. Implications For Literacy
Education?
Problem-based, online learning essential
Effective online information and
communication skills required.
55. Public Policies:
Nations Respond
Japan has broadband in nearly every
home that is 16 times faster than the
broadband in US homes for $22 per
month. (Bleha, 2005)
This generation’s defining technology for reading.
56. • Mexico has e-Mexico, a policy designed
to provide every citizen and every school
with an Internet connection (Ludlow,
2006).
This generation’s defining technology for reading.
57. • Finland provides every teacher with 5
weeks of release-time, professional
development with integrating the Internet
into classroom instruction.
58. International Assessment
Initiatives
2009 PISA International Assessment of
Reading – Digital Literacies
Programme for the International
Assessment of Adult Competencies
(PIAAC) – Problem Solving in
Technologically Rich Environments
This generation’s defining technology for reading.
59. Can We Weather This Storm?
Current Misalignments in Reading
Assessment, Public Policy, and
Instruction
60. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
This generation’s defining technology for reading.
61. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
...students’ ability to read search engine
results during state reading
assessments.
This generation’s defining technology for reading.
62. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
...students’ ability to read search engine
results during state reading
assessments.
...students’ ability to critically evaluate
information that is found online to
determine its reliability.
This generation’s defining technology for reading.
63. Not a single state measures...
...students’ ability to compose clear and
effective email messages in their state
writing assessment.
all students to use a word processor on
their state writing assessment.*
*See Russell & Plati, 1999; 2000; 2001. They report
effect sizes of .57 – 1.25 for word processor use on MCAS.
See also Russell & Tao, 2004 who report 19% more 4th grade
students classified as “Needs Improvement” would move up to
the “Proficient” performance level with word processors.
64. Instruction: The Rich Get Richer
and The Poor Get Poorer
Neglecting research into online reading
comprehension perpetuates public policies that
help the rich get richer and the poor get poorer.
63% of children from households earning more than
$75,000 annually reported that they used the Internet
at school, but only 36% of children from households
earning less than $15,000 annually (Lazarus, Wainer,
and Lipper, 2005).
Leu, McVerry, O’Byrne, Zawilinski,
Castek, J., Hartman, D.K. (2009).
67. What Can We
Conclude?
The Internet is this generation’s
defining technology for reading.
A Perfect Storm: Some states and
nations place their students, and
societies, at risk by continued inaction
or poorly informed public policies.
68. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
69. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
70. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
71. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
72. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
73. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
74. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
75. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
76. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
77. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
78. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
79. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
80. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
81. ELA College and Career Anchor Standards:
Online Reading Comprehension
Online Reading Comprehension:
Synthesize and Evaluate Online Information
Reading
AS7. Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.*
Online Reading Comprehension:
Communicate Online Information
Writing
AS6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
AS8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Online Reading Comprehension:Locate, Evaluate, Synthesize
82. The Latest Research From The New
Literacies Research Lab:
Our Work to Inform The Passage
83. Teaching Models For The Future
Within 7-10 years ALL classrooms will
have 1:1 computing
41
84. The TICA Project, an IES-funded grant to
study online reading comprehension
instruction in 1-1 laptop classrooms.
The new literacies of online reading comprehension
86. IRT: Phase I
Teacher-led Basic Skills
Teacher-led demonstrations of basic
Internet use skills and cooperative learning
strategies
Explicit modeling by teacher
Largely whole class instruction
Mini-lessons as transition to Phase II
87. IRT: Phase II
Collaborative modeling
of online reading strategies
Students presented with information
problems to solve.
Work in small groups to solve those
problems.
Exchange strategies as they do so.
Debrief at the end of the lesson.
Initially: Locate and Critical evaluation
Later: Synthesis and Communicate.
89. IRT: Phase III
Inquiry
Initially, within the class.
Then, with others around the world.
Internet Morning Message of the Day
Student Online Collaborations
94. A project designed to develop valid,
reliable, and practical assessments of
online reading comprehension. CT,
Maine, and NC. (IES, USDOE)
Three formats: Multiple Choice, Open
Internet, Closed Simulated Internet
95. Lisa Zawilinski,
University of Hartford
Heidi Everett-Cacopardo,
University of Connecticut
Lisa Heidi
53
98. What Can We Do, Together, to
Reach Safe Harbor?
99. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
100. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
101. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
102. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
103. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
104. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
Greater Research
105. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
Greater Research
School Leadership and Vision
106. What Can We Do, Together, to
Reach Safe Harbor?
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
Greater Research
School Leadership and Vision
State and National Funding for 1-1 computing
110. CONVERSATION
THIS TALK IS AVAILABLE AT
SLIDESHARE:
60
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The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.\n