The educational technology community knows well
how new technology enables students to learn,
produce, and construct knowledge. Marc Prensky, who
several years ago presciently identified the new capabilities
of “digital natives,” urges moving from
“telling/lecturing” to the “‘new’ pedagogy of kids
teaching themselves with the teacher’s guidance”
(Prensky, 2008). Others call for a “Learner-Centered
Paradigm of Education” (Watson & Reigeluth, 2008),
with its accompanying changes in pedagogy, assessment,
and support systems.