Throughout the first two decades of the 21st century, improvements in computer-based technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning.  School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop.  During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-bases approaches…” (de Castell and Jenson, 2007, 116).  Despite these challenges, numerous educational stakeholders pushed concepts detailed in [[https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]].  Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning.  The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing.  Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways.  Students' creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236).  Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).

Throughout the first two decades of the 21st century, improvements in computer-based technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning.  School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop.  During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-bases approaches…” (de Castell and Jenson, 2007, 116).  Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html|21st Century Competencies].  Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning.  The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing.  Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways.  Students' creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236).  Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).