In our small group discussion (Brandon, Carey, Chad and myself) following the Web 2.0 video we agreed that one assumption that teachers often make is that our students are tech geniuses. Since they all seem to own a powerful, shiny Power-mac and spend so much of their time using them (mostly social networking and gaming) we then believe that they are proficient in all things computer and web based. I wonder how true that is? Yet how often do teachers set student tasks which involve research using the web? Do our students have their own Personal Learning Networks (PLNs)? Do they use twitter and #tags to review topics between themselves and in the wider community? No; rather I believe that our teaching strategies must change in order to provide our students with the tools they need to maximize their learning. As Kim Cofino disussses in her article The Technology Toolbox: Choosing the Right Tool for the Task, that we the teachers need to be able to choose the right tool for the right task. How then can we expect our students to do so if they have not been shown how? Our teaching must surely evolve from that of being subject specific to tech savvy guru. The teacher no longer needs to be the one delivering the subject material; the subject material is out there already in much more user-friendly, accessible, differentiated, animated formats. We just need to facilitate how our students can find it and and then use it all……………
Effective use of Technology Integration
in and outside of the classroom
Effective use of Technology Integration 
Good thoughts. I think you’ve hit this correctly – that many adults wrongly assume that today’s students are digital natives and therefore fully proficient in all things tech. They may be powerful consumers of technology, but there is a massive difference between consuming and creating. Just because I can adequately drive a car doesn’t mean I can rebuild an engine.
And this is where the role of the teacher comes in….much the same as in the traditional classroom, the teacher’s role should be to revealing the process of thinking not the content of thinking. How do we help our students create and learn?