Connected Learning Teacher Inquiry

Teaching in the Connected Learning Classroom


This collection of compelling firsthand vignettes written by NWP educators illustrate "connected learning principles" and depict teachers designing opportunities for all students to have access to, participate in, and thrive within the ever-shifting demands of the twenty-first century. This resource will be exciting for teachers looking for inspiring curriculum design that is based in solid research and theory about teaching and learning while engaging the affordances of new media and networked technologies. For further reading, visit Educator Innovator.


Teaching in the Connected Learning Classroom, a new collection published by the Digital Media + Learning Research Hub, was edited by a group of National Writing Project educators and takes examples of practice that teachers have shared online—at the NWP Digital Is website—and curates them into a larger collection. This collection, unique in its focus on in-school work, explores the principles of Connected Learning woven throughout classroom work and practices.

Excerpt from the foreword by Kylie Peppler, Assistant Professor in the Learning Sciences Program at Indiana University, Bloomington:

“[This collection] is not a how-to guide or a set of discrete tools, but a journey to rethink, iterate, and assess how we can make education more relevant to today’s youth. The chapters in this volume represent a bold reenvisioning of what education can look like, as well as illustrates what it means to open the doors to youth culture and the promise that this work holds.”
—Kylie Peppler

Excerpt from the introduction by Antero Garcia, Assistant Professor at Colorado State University:

“Typically publications about or for teachers highlight ‘best practices.’ The buzzword-driven form of highlighting a superior approach, to me, ignores the cultural contexts in which teacher practices are developed. The best practice for my classroom is going to be different from a classroom anywhere else and from my classroom a year down the road; context drives practice.”
—Antero Garcia

This book features pieces written by National Writing Project educators and colleagues from across the U.S.