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But in the past 10 years, many of these types of schools have resurfaced. And in many places even public schools are beginning to embrace some of their values.

Additionally, secondary orality promotes self-awareness, magnanimity, responsibility, reasonability, and the development of a "world-cultural consciousness"

In a secondary-oral model, learners assume ownership of knowledge within learning experiences that encourage them to engage with texts electronically.

Like print-based instruction, networked computer media can provide a way for students to learn material individually (and is therefore relatively inexpensive, in terms of one-on-one teacher contact hours

students to learn material collaboratively and take ownership of the material they are learning

discrete technologies

potentials of wikis along a continuum on which the traditional print-based educational paradigm anchors one end and the secondary-oral paradigm the other

"encourages participation and a strong sense of common purpose"

communicating these ideals to students is not enough

Maintaining the control that was appropriate to the 19th and 20th century models of education can only lead to what James calls a "brilliant failure" in the 21st century

Plato's definition that knowledge is justifiable, believed truth

collaborative work by teachers and students

These uses of wikis build on the print paradigm but also allow for the incorporation of features of the secondary-oral paradigm by promoting collaborative work and community mindedness.

educators could arrange a real-time writing experience through wikis and have their students collaborate in a global "day in the life" project. Students from across time zones/cultures could collaborate on a wiki page for a single day—all interspersing their contributions as the day progresses. This activity would give students a chance to share similarities and differences in their daily schedules with peers in the Global Village.

electronic portfolio (e-portfolio)

customized project-spaces

accessed anywhere/anytime

but all of these uses and potentials of wikis build on the strengths of the print model while incorporating strengths of the secondary-oral model.

Culligan's challenge "to identify learning strategies that are appropriate for Digital Natives

and develop] learning tools that maximize the potential of their unique cognitive approach"

educators accept

The wiki thus becomes an area with a very specific information-sharing purpose rather than a daily event posting

wikis' potentials span the print-oral continuum

Wikis can also be used to change the individual focus of traditional instruction to one of collaboration and a shared construction of knowledge

In this exercise, an instructor might ask questions such as: How does it feel to have the part(s) of the story you worked on changed? Who "owns" the story? How do you make changes while respecting the efforts of your co-authors? How do you justify the changes you want over the changes your co-authors want? How do you negotiate final changes and/or disputes over how the story should be changed? These questions can get students to consider pervasive issues such as conceptions of copyright (and cyber copyright), especially as ownership of creative works and ideas are challenged by new technologies.

history function in the wiki can be used by the teacher to help mediate disputes between students and provide evidence of who contributed what and when

Unlike traditional printed texts where information is accessed sequentially and as a linear whole (that is, read cover-to-cover), information in a wiki can be structured as a web of small chunks of text that may be accessed individually or navigated and understood as part of a bigger work

In the classroom a teacher might assign each student to create a wiki biography page about the current leader of a country (president, prime minister, monarch, etc.). Students would also have to link their pages to classmates' pages as appropriate. If George Bush has a meeting with Jacques Chirac, for example, the students working on the pages for those two leaders could create cross-links to their respective pages. If the meeting were significant, both students could collaboratively create a separate page for that meeting. The entire web of wiki pages would be an easy-to-access resource that could be used by others. Students would see how world leaders are individuals and at the same time part of a larger entity. The teacher could then have a discussion about the ways knowledge is linked and information is connected, either explicitly by links or implicitly by the way people navigate the entire wiki site. Students are being increasingly exposed to more and more information that is available on the Web as specific reusable knowledge objects linked from many different pages and/or accessed on an as-needed basis. A wiki can allow students to create such a knowledge space for themselves. Once again, this example builds on the strengths of the secondary-oral paradigm while continuing to incorporate print effectively.