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School districts all over the country are starting to rethink the way learning happens and where it happens. On a recent school district visit I had an assistant principal telling me that her school system better figure out how to meet the needs of these digital learners because they have access to so many free resources and experts, and she fears that their institution might soon be behind the times. What she said resonated (共鸣) with me and my colleagues because many amazing educators across the country are trying to figure out how to meet the needs of these 21st century learners and the role technology can play in that transformation. Along the journey we have added new terms to our vocabulary, such as blended, virtual, online, anywhere / everywhere and personalized (个性化的) learning. All of these phrases bring a new conversation to our education practice and allow us to redefine where, when and how learning happens.When I think of the word “personalized” I immediately think of Amazon and Google. For years I have been receiving email from Amazon sharing that I might be interested in a specific book because of the books I have purchased in the past. I also see a stream of book ideas when I log in to my account. Similarly, when I do a Google search I know that Google is now using my past search behavior, my online presence and connections, to serve up information that is personalized for me. Author Cathy Davidson defines learning as being a constant disruption (中断，扰乱) of an old pattern, a breakthrough that substitutes something new for something old in a cyclical process. I like this definition because learning needs to be thought of as a continuous process that will require us to be exposed to new information constantly while we reflect on what we know and what we need to know. When you combine these two terms you get an approach that will help define a system that assumes that we can use technology and human capacity to figure out what students need to learn and what they want to learn and expose them to opportunities formally and informally. So how does this help us transform our education institutions?

The examples about Amazon and Google are given to illustrate __________.

According to Cathy Davidson, learning happens when __________.

By “these two terms” (underlined in paragraph 2), the writer refers to __________.

What is the main concern of this passage?

In writing this passage, the writer mainly deals with ___________.

In the writer’s opinion, most of the left-handers’ accidents have been caused by _______.

One area in which the left-handed are found not to have an advantage is ___________.

The advantage that left-handers get in a baseball game is a result of ___________.

The writer tends to believe that ____________.

Experiments that measures attractiveness show that ___________.

The fusiform can help us do all of the following EXCEPT ___________.

Facial symmetry plays an important role in our definition of beauty because ___________.

A non-symmetrical face is likely to develop when ___________.

The passage is mainly concerned with ___________.

According to the passage, people think their partners are attractive ___________.

The author mentions physically mismatched couples for the purpose of ___________.

Researchers believe that partners tend to ignore their other halves’ faults in order to ___________.

It can be inferred from the researcher’s view that ___________.

Which of the following best states the main idea of the passage?

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