Educational networking-the-important-role-web-2-0-will-play-in-education

Educational Networking:
The important role Web 2.0 will play in education
Steve Hargadon
Social Learning Consultant, Elluminate

Table of Contents
Overview/Introduction
Social—and Educational—Networking
Web 2.0: A Perfect Fit for Educators
Web 2.0 Building Blocks
Web 2.0: An Information Revolution
Using Web 2.0 for Educational Networking:
Ning and Classroom 2.0
24/7 Professional Development
Pedagogical Value
of Web 2.0
Elluminate’s LearnCentral™:
Educational Networking Takes a Major Step Forward
LearnCentral, Private Community: Making It Your Own
See you online!
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Overview/Introduction
We’ve been waiting a long time for computers to dramatically change education, but for
the most part, that promise remains unfulfilled. Unlike in the business world, where
the computer quickly became a fixture on every desk and transformed both day-to-day
tasks and the business landscape as a whole, computers have not transformed the goals
of educators, or even the methods used to achieve those goals.
There are a lot of reasons that this is so—legal, financial, and cultural—but I believe
that the bottom line is that there hasn’t been a computer application that so universally
changes things that we stop seeing computers as an add-on, and start seeing them as
integral to the full educational process. The spreadsheet, the word processor, and email
served this seminal role in the business world; it’s hard to imagine doing business without
them. But take the computer out of most schools and classrooms, and the instruction
wouldn’t change much. Admittedly, traditional software tools on computers can be
very helpful in the educational setting —it is easier to correct drafts written in a word
processor—but they aren’t at the core of the educational process, transforming the
process of teaching and learning.
Intuitively, though, we have felt that the computer would bring real change, and the fact
that it hasn’t has puzzled many of us. The advent of the Internet, however, and in
particular what we are calling “Web 2.0,” has so significantly changed our relationship to
information and our own personal learning opportunities outside of formal education,
that we’re beginning to see a set of software tools emerge that are profoundly altering
both learning processes and outcomes. These tools allow us to see the start of a radical
evolution in education that will bring such dramatic changes that we’ll soon be at a point
where we won’t be able to imagine education without them.
What makes this coming transformation both so fascinating and so compellingly logical
is the way in which the Web has changed our personal learning opportunities. I can
remember as a child riding my bike to the library or the bookstore so I could read about
whatever topic was of interest to me at the time. And while it seemed that there was always
more to read than I had the time for, that information landscape now seems amazingly
limited in light of the Internet’s ability to bring us so much information, almost without
regard for time, place or even cost. By just lowering the barriers to accessing information,
however, the Internet did not dramatically change life for most of us. It was not until
we began to participate in creating that information that something amazing happened.
A world began emerge in which “we” (or people like us) were creators. We could start a
blog; we could upload and share photos and videos; we could even build an encyclopedia.
The technology that took this amazing change and multiplied it ten-fold, and how it’s
impacting the world of education, is an underlying theme of this paper, which will range
across social networking, Web 2.0, the emergence of educational networking, and what
I see as the first real area of significant adoption for educational networking: professional
development for educators. We’ll also take a look at Elluminate’s LearnCentral offering,
|an exciting new platform for professional development in education.
“These tools allow us to
see the start of a radical
evolution in education that
will bring such dramatic
changes that we’ll soon
be at a point where we
won’t be able to imagine
education without them.”
Educational Networking: The important role Web 2.0 will play in education | 1

Social — and Educational — Networking
It’s important to acknowledge up front that, while the phrase “social networking” has a
history that predates the Internet, for most people the term retains a specific connotation
of a certain kind of website—MySpace, Facebook, and the like. Social networking sites
have worried many educators (and parents) because they often bring with them outcomes
that are not positive: narcissism, gossip, wasted time, “friending,” hurt feelings, ruined
reputations, and sometimes unsavory, even dangerous, activities. It seems likely that
the phrase “social networking” carries so much baggage that it would actually impede its
productive use in the context of education.
For many people, then, it may come as a surprise, that there is actually nothing inherently
negative about the technology that’s the basis for social networking. Social networking
sites, at their core, are just aggregations of a set of Web 2.0 building blocks—forums,
directories, “friending,” chat, etc. Just as you can build either a casino or a school with
basic construction materials, the materials are not the issue. It’s the end use for which
they are assembled and fitted. The first sites that were constructed using Web 2.0 building
blocks were, as often as not, “casino-like,” leading to the impression that social networking
was a time waster at best, and an unsafe place to be at worst.
But there’s no reason why the same building blocks that built those social networking
“casinos” can’t be used to create schools, libraries, meeting halls, teachers’ lounges—
which is exactly what we’re starting to see happening today. It’s even arguable that these
building blocks are more effective as educational tools than as social ones. Therefore,
to help alleviate any confusion or negative preconception, throughout this paper I’ll use
the term “educational networking” instead of social networking when I’m specifically
calling out the educational value and use of Web 2.0 technology.
The other reason why I’ll use the phrase “educational networking” is that the hybrid form
of social networking that is being built for education is actually different than the direction
that public “social networks” are likely to take. The combination of social networking
technologies with the learning tools of online teaching platforms, like Elluminate, will
create a distinct use of technology which merits its own designation.
Web 2.0: A Perfect Fit for Educators
Social and educational networking both come to us courtesy of Web 2.0. For a number
of reasons, I believe that Web 2.0 is the perfect environment for educators, which is
why forward-thinking school systems and academic institutions are working hard to
make it a part of their practices. This new web is going to dramatically alter the 21st
century landscape in education, shaping how students approach learning, how educators
approach teaching, and, increasingly, how educators are interacting with, and learning
from, each other.
Web 2.0 plays to the strengths of educators—curiosity and love of learning—by opening
the doors to collaboration and participation. It encourages and facilitates the natural
desire to share what you know and to learn from your colleagues. And fully embracing
“This new web is going
to dramatically alter the
21st century landscape
in education, shaping
how students approach
learning, how educators
approach teaching, and,
increasingly, how educators
are interacting with, and
learning from, each other.”

Web 2.0 is a logical extension of the attempts that so many educators have made to use
the Internet to connect, collaborate, and create since the first days of bulletin boards
and listserves. So for many educators, it’s an incredibly exciting time. But it may also be
confusing and even intimidating to a larger number. My purpose here is to offer some
clarity around the confusion, and, more importantly, explain why the excitement around
Web 2.0 is not just a passing fad, but is grounded in the deep roots of how we learn.
Web 2.0: An Information Revolution
So just what is Web 2.0, and what makes it so important?
I’ll start off by talking a bit about the way we first used the World Wide Web, or “Web 1.0.”
When we first began using the Web, we used it to expand, but mirror, our experiences
with the traditional information world of print and broadcast media. Of course, this was
still a significant shift in the dissemination of information, dramatically extending the
amount we had access to. However, most of us were still just the “audience,” using the
Internet for the web version of the Three R’s: Reading, Receiving, Researching. A small
minority of users began to create content using web publishing programs, bulletin boards,
and listserves, but the barriers were high enough that most of us remained passive
consumers of information from authoritative sources.
Then, thanks to broadband, improved browser technologies, and other technical leaps, our
experiences with the Web began to change. For many, it was the subtle but unmistakable
shift exemplified by the Amazon.com experience, where the “amateur” comments of
other readers about books became more compelling than the “authoritative” information
provided by publishers. In fact, it was the desire to understand why Amazon and certain
other Web companies had survived the dot-com meltdown that led publisher Tim
O’Reilly to coin the term “Web 2.0.” While the definition given at the time was technical
and largely grounded in a discussion of the underlying technologies, the message turned
out to actually be very simple: Web 2.0 sites created the framework for user participa-
tion, where a site’s primary content was contributed by its users. In retrospect, this shift
changed everything. Web 2.0 has moved the Internet from our traditional one-way
information flow to a two-way “conversation” in which the Three R’s have been supplanted
by the Three C’s: Contributing, Collaborating, Creating—through mediums like blogs,
wikis, and twittering.
Certainly, Web 2.0 has opened the flood gate of a dam on creativity that we weren’t even
fully aware existed, and the explosion of content creation is an indication of the latent
energy that’s released when anyone and everyone is able to participate more actively in
the different spheres of their lives.
Yet for many educators, because of privacy, professional, and boundary concerns, there
was an understandable and even appropriate inclination to view the social networking that
Web 2.0 fostered with skepticism. These concerns masked the amazing potential that
social networking technologies had to offer, and we’ve only recently started to get over
them as the educational networking success stories begin to emerge. Now, educational
networks are, bar none, the most likely Web platform for facilitating Contributing,
Collaborating, and Connecting in the meaningful way that educators have always looked for.
Here’s a brief round-up of the features,
or tools, that comprise Web 2.0, and are
commonly found in social and educational
networks. By looking at them within the
context of education, their usefulness
for teaching and learning are pretty
dramatically apparent.
Profile Page: In educational networking,
the profile page is a purposeful repre-
sentation of who you are that provides
tangible and identifiable benefits to
professional connecting. Not only does
the profile page fulfill some of the tasks
that a résumé would, but also provides a
portal view to the content you’ve created
or participated in on the network, becom-
ing a dynamic e-portfolio.
Friending: While “friending” can have a
terrible connotation, if you think “col-
league this quickly fall away. Now you
have professional colleagues, and, if it’s
not quite the same as eating lunch with
your fellow teachers each day in the
teachers’ lounge, your online colleagues
may be more likely to share your direct
interests and understand your specific
challenges.
Forums: One of the great features
that Ning networks strengthened was
the discussion forum, through which
discussions could take place over time
(asynchronously) and were threaded
(making them easy to read and follow).
Having conversations gathered in one
place where they’re easy to read and
search takes discussion forums to a new
level and often makes them the heart of
an educational network.
[ continued ]

Using Web 2.0 for Educational Networking:
Ning and Classroom 2.0
Many of you, no doubt, have some familiarity with Ning, and/or with Classroom 2.0,
the educational network I founded. Ning began life as a general purpose development
platform for Web services, but in early 2007 it changed its model to focus on allowing
users to start their own social networks. Shortly after this, I started Classroom 2.0, a
social network for educators interested in the use of Web 2.0 in education. In fact, the
goal of Classroom 2.0 was to provide educators themselves with an ability to quickly
see how personally transformative it could be to build or be a part of a personal learning
network online.
Classroom 2.0 began to blossom fast, and the excitement it engendered was very real.
(The network has grown to tens of thousands of members.) Based on the success of
Classroom 2.0, Ning brought me on to evangelize the educational use of their product,
which I did for eighteen months. I believe that this helped to promote a rapid expansion
in the use of Ning for educational purposes, and there are currently hundreds upon
hundreds of vibrant educational networks on Ning.
The creativity, the willingness to reach out for help, the desire to share that I see in these
other networks and in Classroom 2.0 are awe-inspiring, and are in large part the basis
for my belief that educational networking is the face of the future. Nowhere, I think, will it
be more inherently valuable for education than in the realm of professional development.
24/7 Professional Development
Through educational networking, educators are able to have a 24x7 online experience
not unlike the rich connecting and sharing that have typically been reserved for special-
interest conferences—except that geography is no longer a constraint, the critical mass
of interest needed can be much lower, and the time and cost to participate (both for
the teacher and the school) are both affordable. With educational networking, educators can
participate in a conference at their own time, place, and pace. As long as they have access
to the Internet, they’re there. Imagine middle-school Latin teachers, or those interested in
the music of the Civil War, being able to meet, collaborate, and share ideas and resources
with each other on a regular basis. Even if a conference for middle-school Latin teachers,
or Civil War music teachers, were to be held, the time and travel costs would typically
preclude it from happening very often. But online, with virtual meetings, the frequency
and regularity of convening is limited only by the desire of those interested in a topic.
[ continued ]
Photo/video/audio/document
uploading: The tools for uploading
“resources” like photos, videos, and
documents take on new meaning in
educational networking, enabling the
kind of sharing that is so powerfully
ingrained into the teaching profession.
Uploading a lesson plan and tagging
it so it can be easily found by others
provides a platform for great collabo-
ration.
Directory: While not formally called
“directories,” in many networks, the
combination of member listings with
the ability to search for members
based on their profile informa-
tion serves the purpose of helping
members find each other and create a
“colleague” relationship.
Event Calendars: Using this tool
for educational purposes — e.g.,
highlighting professional development
events or valuable broadcasts —
makes an events module of significant
value to an educational network.
Groups: Groups (smaller versions of
networks) not only provide a way for
existing affiliations or associations
to expand, they also allow for new
connections to be created, grown,
and sustained around more thinly-
sliced interest areas, timely events,
topical issues, ad-hoc projects, and
much more.
Chat: Chat can provide a surprisingly
meaningful way to use informal com-
munication to get to know someone
a thousand miles away. In a network
made up largely of asynchronous
communication tools, it provides the
opportunity for immediate, synchro-
nous responses and dialog.

With educational networking, too, there’s a higher probability that:
1. Educators will be able to participate in the events that will actually make a
difference for them, their students, and their institutions.
2. Continuous learning can be encouraged and accomplished.
3. Staff members or administrators who are prohibited by law or policy from
leaving their facility (as is often the case for principals) can still participate
in a robust set of professional development opportunities.
4. Changing regulations, requirements, standards, and best practices can be
kept up with.
5. Educators will be able to meet the demands for customized approaches that
meet the specific needs and learning styles of all of their students.
Given the costs of organizing and managing professional development meetings, you’re
not likely to hold regular meetings around very specific topic areas that may only attract
a handful to an event—yet may be of vital interest and importance to the educators
involved in those areas.
Once professional development activities can be conducted online, and do not require
many of the hard costs associated with physical events, discussions or meetings on more
and more “specialty” curricular topics are going to take place—to the great benefit of
both educators and their students.
Other benefits to educational networks have been identified by those who use them.
Educational networks enable positive peer support and provide much needed
encouragement. They keep teacher practices up to date, increase teaching time (vs. going
off-site for professional development classes), and promote job satisfaction. In addition
to the professional development opportunities from educational networking, we can
also expect to see very tangible benefit to the profession of teaching as well, especially with
new educators. In a profession that can be profoundly isolating and lonely even though
teachers are in the midst of interacting with students all day, educational networking holds
a significant key to improving opportunities to find both emotional support and support
for exploring new ideas. Educational networking may, thus, prove crucial to teacher
retention and recruitment strategies, especially those aimed at newly minted teachers,
already used to social networking and its promise of continuous connection.
The power of educational networking to truly make a difference should help to bring
about an entirely new world when it comes to professional development.
“In a profession that can be
profoundly isolating and
lonely even though teachers
are in the midst of interact-
ing with students all day,
educational networking
holds a significant key
to improving opportunities
to find both emotional
support and support for
exploring new ideas.”

Elluminate’s LearnCentral™:
Educational Networking Takes a Major Step Forward
By now, I hope I’ve laid the groundwork for seeing the potential to make educational
networking an important environment for professional development. The next step is to
recognize that the social networking tools that we have been morphing into educational
networking have not specifically been designed for this use. Now it’s time to start adding
new technologies and tools that speak specifically to the needs of educators. From my
own direct experiences with Classroom 2.0 and other networks, it has been clear that
there are several missing pieces in social networking that are needed for robust educational
networking. I want to focus on three in particular, as they provide the greatest opportunity
for immediate results and have been the focus of our development work for LearnCentral™,
a new social learning network where educators can connect with colleagues, share
content, build online portfolios, access resources, attend events, and collaborate in
real-time. LearnCentral is sponsored by Elluminate, where I serve as the Social Learning
Consultant. The missing pieces that LearnCentral fills in are:
1. The ability to collaborate with others synchronously as well as asynchronously.
2. The ability to create a personal profile built specifically around educational
and curricular specialties and interests, making it easy to find other people,
resources, events, and discussions around that same categorization scheme.
3. The ability to easily find store, manage, and share content.
These three features now begin to define educational networking separately from social
networking, and are at the heart of LearnCentral, so let’s talk a bit more about them.
First, collaborating in real-time. One of the most powerful aspects of professional
development is the give and take among participants—the delightful moment when
several hands are raised at once by those wanting to make a point, when people care so
intently about what each other is saying that the ideas start flowing like mad, or when the
side conversations spill out into the hallways during the break. While the asynchronous
nature of educational networking is important—how much easier it is to go back and
review materials (and mull them over at your own pace) when they’re continuously
accessible online—when asynchronous learning is combined with synchronous tools,
like Elluminate’s web conferencing technology (part of LearnCentral), educators can
have the best of both worlds: the immediacy and connections of in-person events with
the sustained discussions that take place over time. (Every user of LearnCentral is
automatically provisioned with a free, three-person Elluminate room for small meetings,
office hours, or individual communication. A free public conference room is also available
for larger events. In addition, easy integration is provided for those who have purchased
Elluminate virtual classroom and web conferencing environments. Sessions can be fully
recorded, so participants can go back over course materials after the fact, and have a
far richer set of information to draw on that they would if they were solely relying on their
own notes or marked up versions of PowerPoint slides. And with Elluminate, those
who weren’t able to attend sessions on schedule have an almost-as-good-as-being-there
experience when they replay it and see the whiteboard jottings, the stream of instant
messaging comments, and the participants’ back and forth.
Pedagogical Value
of Web 2.0
One of the things that most excites me
about educational networking is the
ways in which Web 2.0 facilitates certain
pedagogical goals and outcomes:
Participation Before Web 2.0, contribu-
tions made by educators had to be within
the relatively narrow confines of existing
institutional structures in order to be wor-
thy of publication or presentation. Now,
educators can find specific intellectual
paths where they are able to publish
to the Web and participate with others
interested in the same topic.
Discussion One of the great features
of Web 2.0 is the discussion forum, an
environment for learning how to actually
talk about things. (And here I’d like to add
that, while much of the discussion that
takes place in the “blogosphere” is overly
antagonistic, in the educational network-
ing context discussions can get heated
but are seldom nasty.)
Engagement Most of the activity on
educational networks, organized at this
point outside of formal institutions, takes
place “after hours,” demonstrating the
ability to engage others, and showing
that the desire to share and collaborate
around professional interests trumps
other leisure activities.
Creativity We’re in the midst of the
greatest increase of creative capability
in the history of the world. Educators will
(and must) be part of this for their own
sakes and for the sake of helping their
students participate, as well.
[ continued ]

Second, the ability to easily search out and connect with those who
share common needs and interests, which is extremely valuable to educators.
As much as I love my Classroom 2.0 network, it’s very hard to actually search for another
educator through it. With generic social networking tools applied to education, it is
possible to search for and find forums and other resources that appeal to like minded
individuals, or to put queries out there in hopes that someone will respond, but these
are not especially effective at really finding those with specifically common interests.
By allowing individuals to categorize themselves and their contributions in an educational
framework, LearnCentral supports both proactive searching by topic, geography, and
teaching level—as well as helping to surface these connections regularly to the user for
more serendipitous connecting.
Third, today’s educational networking sites have a hit or miss approach
to organizing and sharing content. LearnCentral’s “portfolio” system is built
around making it possible to store lesson plans, resource documents, photos, videos,
presentations, or any other object in such a way that it’s, first, a content filing system for an
individual educator, and that it’s, second, a way to make content available for others to use
by also specifying the level of sharing (through the Creative Commons licensing system)
that is allowed for that content. Those contributing content resources can categorize them
by subject area and grade applicability, and also tag them for cross-search purposes.
All of these features of LearnCentral combine to create a network that utilizes the
best features from the generic social networking sites and clearly shift the direction of
development in a way that creates and defines the new model of educational networking.
While educational networking has potential in a broad range of arenas, the most
immediate and powerful use we see for the new LearnCentral platform is both formal
and informal professional development.
LearnCentral, Private Community: Making It Your Own
Now for a bit of a pitch. While LearnCentral is free, and promises to be a very exciting
forum for professional development, many administrators will want to consider
LearnCentral Private Community, especially when it comes to formal professional
development. LearnCentral Private Community has all the properties of LearnCentral
that make it such a vast improvement over generic educational sites, but it adds important
elements of privacy, personalization, and control.
With the Private Community, a school, school district, state education department,
college, university, or association, can incorporate LearnCentral into their own site, and
use their own logo and color scheme, branding their educational networking environment
as their own. More important, while Private Community users can incorporate any and
all content from the general purpose LearnCentral, they can define who has access to their
own content, deciding what (if any) content can be used universally, what is private within
specific groups within their own community, and anything in between. This is a tremen-
dous advantage for those who want to maintain control over proprietary content and
valuable intellectual property—and can also prevent the problem of over-sharing, when
individuals unwittingly share licensed content with those outside the family. With Private
Community, administrators can also govern content that may not meet their specific
requirements or standards.
Pedagogical Value
of Web 2.0 [ continued ]
Passionate Interest and Personal
Expression Where the résumé and the
degrees have been our short-cut indica-
tors of abilities and accomplishments, the
personal body of work now contained
and organized in a virtual portfolio on
the Web gives everyone who wants it the
opportunity for an expression of personal
interest and achievement.
Authenticity The value of having an
authentic audience, and of having the
contributed work be authentic, both
argue for Web 2.0 and educational
networking. Rather than relying solely
on “the experts”, educators can speak to
their colleagues with an authentic voice
translating their very real expertise in
every day classroom situations into learn-
ings that can be shared
Openness The backbone of the Internet
“revolution” is openness. Open computer
standards, open software, and open
content. When the world’s accumulated
knowledge growing at its current pace,
the incentives or rewards for keeping
information proprietary significantly
diminish, and the resulting willingness to
share offers great opportunities to learn
and to participate.
Collaboration We’ve long had it
drummed into us that collaboration is
important, yet we’ve rarely seen it actually
rewarded, either in educational institu-
tions or in the business world. Web 2.0
facilitates behavior we have claimed that
we wanted to support, but often found
hard to actually do.
[ continued ]

For a free
30-day Elluminate trial, visit
tinyurl.com/elluminate-free-trial
You can email me at
stevehargadon@elluminate.com
To learn more about LearnCentral,
visit learncentral.org
For more information about
LearnCentral Private Community,
contact sales@elluminate.com
or call 925.271.7750
Private Community also lets an organization keep control over membership, while
providing educators within their organization the ability to securely and easily make peer
contacts (and friendships), so essential to professional development and teacher retention.
All told, Elluminate’s LearnCentral will provide a top notch platform for professional
development, and the Private Community will be especially beneficial when it comes to
formal professional development.
See you online!
One of the amazing impacts of Web 2.0 for me is watching long-time educators have their
own personal learning transformed by the new tools of Web participation—especially
as they discover professional development venues on the Web that help to release the
inclination to help others that so often prompted them to become teachers to begin with.
Their own experiences with Web 2.0 in this regard dramatically shape new expectations
for the types of opportunities they are going to take part in—and the types of opportunities
they will provide for their students.
As noted, where we have seen immediate, and overwhelmingly positive, use of educational
networking is in the professional development activities of educators, which has largely
informed the writing of this document. Over time, educational networking will have many
uses in and out of the classroom, uses that involve educators, students, parents, and others
within the community.
As we move through the 21st century, it’s essential that our educators themselves experience
the Web 2.0 world in order to understand the cultural impact that it’s having. Web 2.0,
after all, is the lens through which their students will approach learning. Our most impor-
tant technological tools reshape our expectations and change what’s possible, and this is
especially true of Web 2.0. I don’t need a car, for example, to travel—I can walk. But when
I have a car, it opens a new and exciting set of possibilities for me to magnify my travel
potential. We don’t have to be in the Web 2.0 world for the educational experiences to take
place, but when we’re there, the scope of what we can accomplish is greatly magnified.
If we’re serious about “No Teacher Left Behind,” we have to be serious about the role that
the Internet will play—and ensure that our educators are fully versed in Web 2.0.
Educational networking is allowing educators to both learn things—which traditional
professional development has always afforded them—and to learn about Web 2.0,
which is having such a profound impact on learning in the 21st century. Elluminate’s
LearnCentral is providing educators with the benefits (and excitement) of informal
networking, along with that ability for organizations to formalize their approach to
online professional development.
I hope I’ve held your attention long enough to have given you a glimpse of the tremendous
opportunities ahead through educational networking. Should you have any ideas or
questions, I hope you’ll get in touch with me. I encourage all of you to sign up for
LearnCentral. And if you’re interested in talking to someone specifically about setting
up LearnCentral Private Edition for professional development in your institution or
system, the contact information is shown below.
Thanks, and see you online!
Pedagogical Value
of Web 2.0 [ continued ]
Proactivity To keep up with today’s
pace of change, continuous education
and lifetime learning are increasingly
expected and required from all of us.
When we can both contribute and believe
that our contributions are making a differ-
ence, we are more likely to stop viewing
ourselves as passive audiences, and
more as genuine actors in the changing
world of education.
Critical Thinking The vast amount of
data on the Web requires more critical
thinking than was needed when “trusted
authorities” told us what we needed to
know. Educators will need to shepherd
students through the increasingly impor-
tant task of filtering Web-based content
and discerning whom and what to trust.
The best way to prepare educators for
this is for them to hone their critical think-
ing skills through educational networking
and other web forums.
Personalized Learning Depending on
particular needs, connections can be
made to, and resources found for, very
specific topics. While “teacher training”
days may often be “one size fits all” activi-
ties, Web-based learning provides the
platform for personalizing one’s lifetime
learning.

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