Learners work at their own pace and on their own schedule.

A teaching and learning approach that can take many forms as it blends internet and digital media with in-person teacher facilitation; most variations give students some control of learning pace, time and path.

Instruction that's tailored to meet students' individual needs and strengths, taking into account their backgrounds, culture, and level of English language proficiency.

The safe, ethical, responsible and informed use of technology. It encompasses a range of skills and literacies that can include internet safety, privacy and security, cyberbullying, online reputation management, communication skills, information literacy, and creative credit and copyright.

Traditionally, the term refers to the gap between students who have access to the internet and devices at school and home and those who don't. The “new” divide, also called the digital use divide, separates students who learn to use technology in ways that transform their learning (e.g., become digital creators) from students who use digital tools to replace older technologies (e.g., word processing instead of typewriters or pen and paper). The digital use divide can be present in formal and informal learning settings and across schools and communities at all income levels.

A condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy and economy. Digital equity is necessary for civic and cultural participation, employment, lifelong learning and access to essential services.

A set of skills and knowledge related to finding, evaluating, creating and communicating information using digital technology. Includes a person’s understanding of technology tools and how to use them. Some people distinguish between digital proficiency (knowledge), literacy (understanding) and fluency (wisdom and confidence), while others use these terms interchangeably.

The state of providing all students the resources they need to leave school prepared for success in work and life. Because students have different learning needs, providing all students with access to the same set of resources may not result in equity.

A mix of in-person and virtual learning. When synchronous, some students and facilitators may be in the same physical space while others join via virtual links. When asynchronous, learners may explore the same content independently or in small groups, possibly at different times and in different spaces.

Also called face-to-face learning, it takes place in a traditional setting — that is, where facilitators and learners are in the same space at the same time.

Facilitators provide direct support to help learners discover and process knowledge and skills.

Systems that learners with customized instruction and feedback to help identify needs and master learning concepts or skills. They’re generally designed to operate without a human instructor, and often available as online programs or downloadable apps.

A set of guidelines or norms, best created with or by students, that guide responsible and respectful behavior in virtual learning settings and when interacting with others online.

Electronic communications that use digital technologies such as the internet. For example: email, websites, online video/audio streams, and online social platforms, communities, forums, blogs, and education.

Also called open educational resources, or OER teaching, learning and research resources that reside in the public domain or have been released under a license that permits their free use, modification and sharing with others.

An approach to learning that aims to create experiences that engage student interests, address individual students’ needs, and support mastery of academic and collaborative skills.

Learners and facilitators work at the same time and focus on the same information.

Process in which individuals take the initiative with or without the help of others, in diagnosing their learning needs.

Term used to describe emotional attachments at play whenever teachers and students work together. Key concepts in theories of social presence include human connectedness, relationships, engagement, a sense of belonging, kindness and compassion.

Learners and facilitators work at the same time and focus on the same information.

A framework, based on brain science and evidence-based practices, that guides the design of learning experiences to proactively meet the needs of all learners.

Also called distance, online, digital and remote learning, this term is used in Y4Y's course The Virtual Edge to describe the use of virtual tools to connect facilitators and learners who aren’t in the same physical space.