7. Levels of Technology Integration into the Curriculum
Entry Adoption Adaptation Infusion Transformation
Char Active Information Conventional, Conventional Choice of tools Extensive and
acte passively procedural use independent use and regular, unconventional
risti received of tools of tools; some self-directed use of tools
cs of student choice use
and exploration
the
Lear Collaborative Individual Collaborative Collaborative Choice of tools Collaboration
ning student use of use of tools in use of tools; and regular use with peers and
Envir tools conventional some student for outside
onm ways choice and collaboration resources in
ent exploration ways not
Characteristics of the Learning Environment
possible without
technology
Constructive Information Guided, Independent use Choice and Extensive and
delivered to conventional for building regular use for unconventional
students use for building knowledge; building use of
knowledge some student knowledge technology
choice and tools to build
exploration knowledge
Authentic Use unrelated to Guided use in Independent use Choice of tools Innovative use
the world activities with in activities and regular use for higher order
outside of the some connected to in meaningful learning
instructional meaningful students' lives; activities activities in a
setting context some student local or global
choice and context
exploration
Goal-Directed Directions given, Conventional Purposeful use Flexible and Extensive and
step-by-step and procedural of tools to plan seamless use of higher order use
task monitoring use of tools to and monitor; tools to plan of tools to plan
plan or monitor some student and monitor and monitor
choice and
exploration
8. ENTRY
At the Entry level, typically the teacher uses technology
to deliver curriculum content to students. Entry level
activities may include listening to or watching content
delivered through technology or working on activities
designed to build fluency with basic facts or skills,
such as drill-and-practice exercises. In a lesson that
includes technology use at the Entry level, the students
may not have direct access to the technology.
Decisions about how and when to use technology tools
as well as which tools to use are made by the teacher.
9. ADOPTION
At the Adoption level, technology tools are used in
conventional ways. The teacher makes decisions about
which technology tool to use and when and how to use
it. Students exposure to individual technology tools
may be limited to single types of tasks that involve a
procedural understanding.
10. ADAPTATION
At the Adaptation level, the teacher incorporates
technology tools as an integral part of the lesson. While
the teacher makes most decisions about technology
use, the teacher guides the students in the
independent use of technology tools. Students have a
greater familiarity with the use of technology tools and
have a more conceptual understanding of the tools
than students at the Adoption level. They are able to
work without direct procedural instruction from the
teacher and begin to explore different ways of using
the technology tools.
11. INFUSION
At the Infusion level, a range of different technology
tools are integrated flexibly and seamlessly into the
classroom. Technology is available in sufficient
quantities to meet the needs of all students. Students
are able to make informed decisions about when and
how to use different tools. The instructional focus is on
student learning and not on the technology tools
themselves. For this reason, Infusion level work
typically occurs after teachers and students have
experience with a particular technology tool. The
teacher guides students to make decisions about when
and how to use technology.
12. TRANSFORMATION
At the Transformation level, students use technology tools
flexibly to achieve specific learning outcomes. The students have
a conceptual understanding of the tools coupled with extensive
practical knowledge about their use. Students apply that
understanding and knowledge, and students may extend the use
of technology tools. They are encouraged to use technology
tools in unconventional ways and are self-directed in combining
the use of various tools. The teacher serves as a guide, mentor,
and model in the use of technology. At this level, technology
tools are often used to facilitate higher order learning activities
that would not otherwise have been possible, or would have
been difficult to accomplish without the use of technology.
13. Students Who are College and Career Ready
in Reading, Writing, Speaking, Listening, and Language
The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students
advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and
regularity these capacities of the literate individual.
They demonstrate independence. They comprehend as well as critique.
Students can, without significant scaffolding, comprehend and evaluate Students are engaged and open-minded—but discerning—readers and listeners.
complex texts across a range of types and disciplines, and they can construct
They work diligently to understand precisely what an author or speaker is
effective arguments and convey intricate or multifaceted information. Likewise,
saying, but they also question an author’s or speaker’s assumptions and
students are able independently to discern a speaker’s key points, request premises and assess the veracity of claims and the soundness of reasoning.
clarification, and ask relevant questions. They build on others’ ideas, articulate
their own ideas, and confirm they have been understood. Without prompting,
they demonstrate command of standard English and acquire and use a They value evidence.
wide-ranging vocabulary. More broadly, they become self-directed learners,
Students cite specific evidence when offering an oral or written interpretation
effectively seeking out and using resources to assist them, including teachers,
of a text. They use relevant evidence when supporting their own points in
peers, and print and digital reference materials.
writing and speaking, making their reasoning clear to the reader or listener, and
they constructively evaluate others’ use of evidence.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter They use technology and digital media strategically and capably.
by engaging with works of quality and substance. They become proficient
Students employ technology thoughtfully to enhance their reading, writing,
in new areas through research and study. They read purposefully and listen
speaking, listening, and language use. They tailor their searches online to
attentively to gain both general knowledge and discipline-specific expertise.
acquire useful information efficiently, and they integrate what they learn using
They refine and share their knowledge through writing and speaking.
technology with what they learn offline. They are familiar with the strengths and
limitations of various technological tools and mediums and can select and use
They respond to the varying demands of audience, task, purpose, those best suited to their communication goals.
and discipline.
They come to understand other perspectives and cultures.
Students adapt their communication in relation to audience, task, purpose, and
discipline. They set and adjust purpose for reading, writing, speaking, listening, Students appreciate that the twenty-first-century classroom and workplace
and language use as warranted by the task. They appreciate nuances, such as are settings in which people from often widely divergent cultures and who
how the composition of an audience should affect tone when speaking and represent diverse experiences and perspectives must learn and work together.
how the connotations of words affect meaning. They also know that different Students actively seek to understand other perspectives and cultures through
disciplines call for different types of evidence (e.g., documentary evidence in reading and listening, and they are able to communicate effectively with
history, experimental evidence in science). people of varied backgrounds. They evaluate other points of view critically
and constructively. Through reading great classic and contemporary works
of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different
than their own.
14. they constructively evaluate others’ use of evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing,
speaking, listening, and language use. They tailor their searches online to
acquire useful information efficiently, and they integrate what they learn using
technology with what they learn offline. They are familiar with the strengths and
limitations of various technological tools and mediums and can select and use
those best suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace
are settings in which people from often widely divergent cultures and who
represent diverse experiences and perspectives must learn and work together.
Students actively seek to understand other perspectives and cultures through
reading and listening, and they are able to communicate effectively with
people of varied backgrounds. They evaluate other points of view critically
and constructively. Through reading great classic and contemporary works
of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different
than their own.
15. Kindergarten/1 st Grade
ELA CCSS Strand Standard
Writing 1.6 1. With guidance and support from adults, explore a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
1. Confirm understanding of a text read aloud or information
Speaking/ presented orally or through other media by asking and
Listening 1.2 answering questions about key details and requesting
clarification if something is not understood.
Speaking/ 2. Ask and answer questions about key details in a text read
Listening 1.2 aloud or information presented orally or through other media.
16. 2 nd Grade
ELA CCSS Strand Standard
Reading RL 2.7 1. Use information gained from illustrations and words in a print
or digital text to demonstrate understanding of its
characteristics, setting, or plot.
Reading RI 2.5 2. Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to
locate key facts or information in a text efficiently.
3. With guidance and support from adults, use a variety of digital
Writing 2.6 tools to produce and publish writing, including in
collaboration with peers.
4. Recount or describe key ideas or details from a text read aloud
Speaking/ or information presented orally or through other media.
Listening 2.2
5. Use glossaries and beginning dictionaries, both print and
digital, to determine or clarify the meaning of words and
Language 2.4 phrases.
17. 3 rd Grade
ELA CCSS Strand Standard
Reading RI3.5 1. Use text features and search tools (e.g. key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently.
Writing W3.6 2. With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
3. Recall information from experiences or gather information
Writing W3.8 from print and digital sources; take brief notes on sources
and sort evidence into provided categories.
4. Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and
Speaking/ formats, including visually, quantitatively, and orally.
Listening SL3.2
18. 4 th Grade
ELA CCSS Strand Standard
Reading RI4.7 1. Interpret information presented visually, orally, or
quantitatively (e.g. in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) explain
how the information contributes to an understanding of the
text in which it appears.
2. Write informative/ explanatory texts to examine a topic and
Writing W4.6 convey ideas and information in paragraphs and sections:
include formation (e.g. headings) illustrations, and
multimedia when useful in aiding comprehension with some
guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of one
page in a single setting.
19. 4 th Grade
ELA CCSS Strand Standard
Writing W4.8 3. Recall relevant information from experiences or gather
relevant information from print and digital sources; take
notes and categorize information and provide a list of sources.
4. Consult reference materials (e.g. dictionaries, glossaries,
Language L4.4 thesauruses) both print and digital, to find the pronunciation
and determine or clarify the precise meaning of key words and
phrases.
5. Interpret information presented visually, orally or
Reading RI4.7 quantitatively (e.g. in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) explain
how the information contributes to an understanding of the
text in which it appears.
20. 5 th Grade
ELA CCSS Strand Standard
Reading RL5.7 1. Analyze how visual and multimedia elements contribute to
the meaning, tone, or beauty of a text (e.g. graphic novel,
multimedia presentation of fiction, folktale, myth, poem).
2. Write informative/ explanatory texts to examine a topic and
Writing W5.2 convey ideas and information clearly. Introduce a topic
clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g.
headings), illustrations, and multimedia when useful in
aiding comprehension.
3. With some guidance and support from adults, use technology
Writing W5.6 including the Internet to produce and publish writing as
well as to interact an collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum
of two pages in a single setting.
21. 5 th Grade
ELA CCSS Strand Standard
Writing W5.8 4. Recall relevant information from experiences or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and finished
work, and provide a list of sources.
Speaking/ 5. Include multimedia components (e.g., graphics, sound) and
Listening SL5.5 visual display in presentations when appropriate to enhance
the development of main ideas or themes.
6. Consult reference materials (e.g. dictionaries, glossaries,
Language L5.4 thesauruses), both print and digital, to find the pronunciation
and determine or clarify the precise meaning of key words and
phrases
22. 6 th Grade
ELA CCSS Strand Standard
Reading RI.6.7 1. Integrate information presented in different media or
formats (e.g. visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
Reading RI.6-8.7 2. Integrate visual information (e.g. in charts, graphs,
photographs, videos, or maps) with other information in print
and digital texts.
Reading Science/ 3. Compare and contrast the information gained from
Tech experiments, simulations, videos, or multimedia sources
RST 6-8.9 with that gained from reading a text on the same topic.
23. 6 th Grade
ELA CCSS Strand Standard
Writing W.6.2 4. Write informative/ explanatory texts, including the narration
of historical events, scientific procedures/experiments, or
technical processes. Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and information
into broader categories as appropriate to achieving purpose;
include formatting (e.g. headings) graphics (e.g. charts,
tables), and multimedia when useful to aiding
comprehension.
Writing W6.6 5. Use technology including the Internet, to produce and
publish writing and present the relationships between
information and ideas clearly and efficiently.
Writing W6.8 6. Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the
credibility an accuracy of each source; an quote or paraphrase
the date and conclusions of others while avoiding plagiarism
and following a standard format for citation.
24. 6 th Grade
ELA CCSS Strand Standard
Speaking/ 7. Include multimedia components (e.g. graphics, images,
Listening SL.6.5 music, sound) and visual displays in presentations to clarify
information.
Language L.6.4 8. Consult reference materials (e.g. dictionaries, glossaries,
thesauruses) both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its
part of speech.
25. 7 th Grade
ELA CCSS Strand Standard
Reading RI.7.7 1. Compare and contrast a text to an audio, video, or
multimedia version of the text analyzing each medium’s
portrayal of the subject (e.g. how the delivery of a speech
affects the impact of the words).
Language L.7.4 2. Consult general and specialize reference materials (e.g.
dictionaries, glossaries, thesauruses) both print and digital, to
find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
Speaking/
Listening SL.7.5 3. Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points.
Language L7.4 4. Consult general and specialized reference materials (e.g.
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech the ideas clarify a topic,
text, or issue under study.
26. 7 th Grade
ELA CCSS Strand Standard
Writing W.7.6 5. Use technology including the Internet, to produce and
publish writing and link to and cite sources as well as to
interact and collaborate with others.
27. 8 th Grade
ELA CCSS Strand Standard
Reading RI.8.7 1. Evaluate the advantages and disadvantages of using different
mediums (e.g. print or digital text, video, multimedia) to
present a particular topic or idea.
Language L.8.4 2. Consult general and specialize reference materials (e.g.
dictionaries, glossaries, thesauruses) both print and digital, to
find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
Speaking/
Listening SL.8.5 3. Integrate multimedia components and visual displays to
clarify information, strengthen claims and evidence, and add
interest.
Language L8.4 4. Consult general and specialized reference materials (e.g.
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
28. 8 th Grade
ELA CCSS Strand Standard
Writing WHST 5. Gather relevant information from multiple print and digital
6-8.8 sources, using search terms effectively; assess the
credibility an accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
6. Use technology including the Internet, to produce and
Writing W.8.6 publish writing and present the relationships between
information and ideas efficiently as well as to interact and
collaborate with others.
7. Introduce a topic clearly, previewing what is to follow;
Writing W.8.2 organize ideas, concepts, and information into broader
categories, include formatting (e.g. headings) graphics (e.g.
charts and tables), and multimedia when useful, aiding in
comprehension.
29. 9 th & 10 th Grade
ELA CCSS Strand Standard
Writing W.9-10.2 1. Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions;
include formatting (e.g. headings), graphics (e.g. charts and
tables) and multimedia when useful aiding comprehension.
2. Analyze various accounts of a subject told in different
Reading mediums (e.g. a person’s life story in both print and
RI.9-10.7 multimedia), determining which entails are emphasized in
each account.
3. Use technology, including the Internet, to produce, publish,
Writing 9-10.6 and update individual or shared writing products, taking
advantage of technology’s capacity to link to other
information and to display information flexibly and
dynamically.
30. 9 th & 10 th Grade
ELA CCSS Standard
Strand
Writing 4. Gather relevant information from multiple authoritative print and
W.9-10.8 digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research
question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Speaking/ 5. Integrate multiple sources of information presented in diverse
Listening media or formats (e.g. visually, quantitatively, orally) evaluating
SL9-10.2 the credibility and accuracy of each source.
SL9-10.5 6. Make strategic use of digital media (e.g. textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and
to add interest.
Reading 7. Integrate quantitative or technical analysis (e.g. charts, research
RH9-10.7 data) with qualitative analysis in print and digital texts.
31. 11 th & 12 th Grade
ELA CCSS Standard
Strand
Writing 1. Use technology, including the Internet, to produce, publish,
W.11-12.6 and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
2. Integrate and evaluate multiple sources of information
Reading presented in diverse formats and media (e.g. quantitative data,
RI.11-12.7 video, multimedia) in order to address a question or solve a
problem.
3. Integrate multiple sources of information presented in diverse
Speaking/ media or formats (e.g. visually, quantitatively, orally)
Listening evaluating the credibility and accuracy of each source.
SL11-12.2
32. 11 th & 12 th Grade
ELA CCSS Standard
Strand
Writing 4. Gather relevant information from multiple authoritative print and
W.11-12.8 digital sources, use advance searches effectively; assess
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
over reliance on any one source and following a standard format
for citation.
Writing
W.11-12.2 5. Write informative/ explanatory texts to examine and convey
complex ideas, concepts and information clearly an accurately
through the effective selection, organization, and analysis of
content. Introduce a topic; organize complex ideas, concepts,
and information so that each element builds on that which
proceeds it to create a unified whole; include formatting (e.g.
headings) graphics (e.g. charts and tables), and multimedia
when useful for aiding in comprehension.
48. Critical Consumption
• Use appropriate technology and methods to
evaluation the credibility of networked information
49. Writing Standard 7.8
Gather relevant information from
multiple print and digital sources,
using search terms effectively; assess
the credibility and accuracy of each
source; and quote or paraphrase the
data and conclusions of others while
avoiding plagiarism and following a
standard format for citation.
50.
51.
52.
53. Mr. Residori's class is devoted to the preservation of endangered species. We are
currently creating a Web site about unusual and endangered animals to educate
people.
We need your help! Can you tell us what information we should include about the
Pacific Northwest Tree Octopus at our Web page?
First, find this site: Save the Pacific Northwest Tree Octopus. Explore the links to
learn more about this animal. You may do other research, too.
Then:
Summarize the most important information that people should know about tree
octopuses. Write 1-2 sentences and send it to us. We will use this at our Web site to
educate people about this animal.
Tell us if the information at the site, Save the Pacific Northwest Tree Octopus, is
very reliable, somewhat reliable, or not at all reliable.
Please give at least THREE reasons for your answer. Describe the thinking and
information that you used to make your decision.
54.
55. What Matters In My Search Query?
Think of a topic or question you would like to search for.
Pick three or four keywords to use in your search query.
What happens if you reorder them? Add capitalization or
punctuation? What if you take out a word?
56. 1 Every Word Matters
Try searching for [who], [the who], and [a who]
2 Order Matters
Try searching for [blue sky] and [sky blue]
3 Capitalization does not matter.
Try searching for [barack obama] and [Barack
Obama]
4 Punctuation does not matter.
Try searching for [red: delicious! Apple?] and [red
delicious apple]
* There are some exceptions
80. THANK YOU
RJRESIDORI@CPS.EDU
@RRESIDORI ON TWITTER
http://farm1.staticflickr.com/103/285112924_d83e63d992_b_d.jpg,
http://fc06.deviantart.net/fs13/f/2007/085/b/8/Transparent_PNG_RSS_logo_by_TarnicDotCom.png
http://wiredtogrow.com/wp-content/uploads/2011/07/tools.png
http://educatorstudio.com/sites/default/files/imagecache/blog_image/FlippedClassroom.jpg
http://www.ourladyofhungary.com/cc/GoogleEarth/google-earth-5-screenshot.png
http://farm3.static.flickr.com/2279/2247117731_77c48b34af_b_d.jpg
http://www.esf.be/new/wp-content/uploads/2011/09/logo_twitter_withbird_1000_allblue.png
http://farm7.staticflickr.com/6006/5972642009_f7901a268f_b_d.jpg
http://farm7.staticflickr.com/6157/6174688366_2019404d48_b_d.jpg
Notas del editor
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This session will highlight the ways that technology can be used to strengthen literacy instruction and how school leaders\ncan become change agents in their school’s approach to literacy instruction. If technology is used in classrooms, it is vital\nthat the leadership understand its purpose and advocate for its use. Participants will leave with a better understanding of how technology can be an integral part of instructional planning.\n
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This is a game between two teams of nine players each, under direction of a \nmanager, played on an enclosed field in accordance with these rules, under jurisdiction of \none or more officials. The objective of each team is to win by scoring more runs than the opponent. The winner of the game shall be that team which shall have scored, in accordance \nwith these rules, the greater number of runs at the conclusion of a regulation game. \n\nTrying to apply rules of print materials to Internet materials is like trying to play basketball with baseball rules!\n
http://fcit.usf.edu/matrix/resources.php\n\nUse student examples to showcase TIM domains (make meaning of the chart)\n\nCreate ‘cards’ that have activities of tech integration = have them map to the TIM\nDiscuss how the 21st century room and workplace (life) lives in the higher end\n\n-models of tech integration- \n-Change agent after this-\n
A 5th grade lesson is using the highly-engaging PREZI website to deliver multimedia instruction about the French-Indian war. The lesson shows some some primary sources and the class uses this to reflect on what life back then might have been like.\n
Students are recording themselves reading using iPads at a center. Students then replay the recording and reflect on their use of inflection, pausing at punctuation, and sounding out words.The teacher can listen to the recording and confer with the students about their own fluency. Students can rerecord the passage to increase their fluency.\n\n\nStudents are using the adaptive software Achieve 3000 that provides differentiated text at their instructional reading level. All students in the classroom have laptops and are each using the program at their individual level.\n\n\n
Students in a 6th grade classroom are creating PSAs (public service announcements). Students create a timeline for their project and write a script using Power Point for cue cards.Students film their PSA, import it to iMovie and edit if needed. Students burn it to a DVD and it is used in the morning announcement at the school. Students will import their footage to iMovie.\n\n\n
An upper grade classroom has groups brainstorm essential questions to investigate during research. They conduct research on one planet and identify the key areas of focus for their presentation. Groups then write a script based on their synthesis of key areas of focus and create either a podcast or video using the computer or a camera. Groups then post their work on iTunes U if possible, or a class website.\n\n\n
Students in an intermediate classroom are researching about ‘race’ using primary documents. They then create a blog post from the perspective of someone in history who experienced prejudice. Students comment on each other’s blogs. They then use Google Earth to create a tour of some historic places throughout the world where racism was strong and present their findings from their research using a tool of their choice. \n
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There are standards that can be enriched through the use of technology and there are standards that address technology specifically. These are the latter. \n
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1. Intervention classes: Technology is integrated into every intervention class period.\n2. Change management leadership by principal: Leaders provide time for teacher professional learning and collaboration at least monthly.\n3. Online collaboration: Students use technology daily for online collaboration (games/simulations and social media).\n4. Core subjects: Technology is integrated into core curriculum weekly or more frequently.\n5. Online formative assessments: Assessments are done at least weekly.\n6. Student-computer ratio: Lower ratios improve outcomes.\n7. Virtual field trips:With more frequent use, virtual trips are more powerful. The best schools do these at least monthly.\n8. Search engines: Students use daily.\n9. Principal training: Principals are trained in teacher buy-in, best practices, and technology-transformed learning.\n\nhttp://www.projectred.org/\n\n\n
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MLK example .org?\n
MLK example .org?\n
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Have students try a set of similar searches, modifying punctuation, capitalization, and word order. \n\nDiscuss the outcomes of these searches with students. \n\nFindings can be collected and written on the board, and compared to the generalizations on [Slide #8].\n
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The premise for this design comes from the history of conflicts between China and Tibet. The focus is on one particular account that shows a glimpse of the level of China’s tyranny and atrocity and depth of incivility and inhumanity. In 1995, 6 year-old Gedhun Choekyi Nyima was named the 11th Panchen Lama. Days after his selection he was seized by government officials and in his place the People’s Republic of China named Gyancain Norbu as Panchen Lama. Gedhun Choekyi Nyima hasn’t been seen since. On the right side, you’ll see the silhouette of a robed-monk child who represents Gedhun.\n
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Time and place for adaptive software but make it purposeful and functional. PULL SMALL GROUPS!!\n
