As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate
collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done
without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies
classrooms.
Maloney notes, «We believe this
collaboration will demonstrate a model for arts publishing in which rigorous arts criticism receives institutional support
without compromise, independent journals can achieve long - term sustainability, and most importantly, students learn how to carry their ideas outside of the
classroom and find reception for them in a larger community.»