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These images won't show up in search engines' image searches or on Flickr (save one exception), but instead can only be accessed via the links below. The images are a part of online collections created by institutions in the U.S. Some of the images may be a part of the public domain, but many will require permission or accreditation in order to use. So, no, these aren't necessarily images you can use in your next blog post, but that doesn't mean they're not useful. Instead, if given permission, these images could be used in the classroom, in private study, or even included in a media project or publication.

"It's a controversial topic: do you introduce social media in the classroom or ignore it? Whether you use traditional social platforms or social-focused tools, many educators find that this technology helps increase engagement and excitement with students, many of who are already very familiar with it. "Students communicate, research, collaborate, create and publish online with or without the help of parents or educators. These same students then hop on social media to promote, discuss and share their thoughts with the world. The digital environment is offering us some of the greatest learning opportunities that young learners have ever had," says Gail Leicht, an 8th grade teacher. Bringing social networking into the classroom gives quiet students a chance to shine; sharing their voice online is often easier than speaking out in class. It also opens the doors for collaboration and communication between peers, both inside and outside of the classroom. Not to mention, it gives teachers another opportunity to connect with students. Despite the benefits, many educators still shy away from using social networking in the classroom because they are unsure about how to integrate it successfully. In fact, fewer than 20 percent of U.S. teachers use social media in the classroom, according to USNews.com. Luckily, the process isn't quite as daunting as it seems. Not to mention, you don't need to use traditional social networks to take advantage of social networking in the classroom. Follow these simple steps and watch as your students start sharing, commenting and publishing while learning important lesson material."

"This is an interactive image (created using Thinglink) that features a bunch of useful iPad apps that you can use to do tasks you would traditionally do using a pen and paper. I really liked the idea of providing alternatives to do things digitally. For instance, instead of taking notes in a notebook or on paper you can use Evernote or any other note taking app to do it on iPad. The good thing about doing things digitally is that you have the added advantage of accessing, editing, and sharing your work across different devices and platforms and also saving it on the cloud to access it anytime anywhere you go. As is the case with all the interactive Thinglink images I shared here in the past, the app icons shared here are hyperlinked, just hover your mouse over any of them to access it on the iTunes app store."

"Ed note: Part 1 of this 2-part series can be seen here; note that some of the language has been slightly revised from the original post by Nigel. He uses the term passion projects, which is very close to Genius Hour and Passion-Based Learning. The differences across the three terms are often a matter of individual use and interpretation, a point we wanted to help clarify by using the three terms interchangeably even though they may not be exactly the same-passion projects needn't use a Genius Hour format, nor does passion-based learning necessarily need to take the form of projects. In that way, the above model can be used for any of the three, but it felt most precise as a model for teachers to use to design Genius Hour projects. So, here we are. You can (and should!) read more from Nigel at thelearnersway.net. In an ongoing effort towards polishing the edges, over the years we have continued to refine the processes we apply to the Personal Passion Project. We have gained insights into the sorts of projects that work well and which will cause difficulties. We have added a degree of structure while maintaining the required degree of freedom necessary for a personalised project. The results of this learning are presented (in the model above and the text) below."

"The new year is in full swing. Teachers across the world are back to work, sharing thoughts, ideas and resources...ready for what 2016 may bring. With this in mind, we thought when better than to share 16 ways to use the Thinking Kit. Using the Thinking Kit Creator (currently free), educational activities can be created on any browser. The user saves the activity, gets a code, then uses that code in the Thinking Kit App (free) to download the activity onto iPads (or get students to). This teams two really strong themes together - learning using iPads AND digital content creation, whether by teachers or the learners themselves. Activities involve one main goal/objective/question and snippets of information or images to help learners complete/answer it. The Thinking Kit App can be used individually, but works brilliantly as a group activity too. It seamlessly allows for multi-touch and engages learners in face to face collaboration as they learn. There is a dedicated Reflection Stage and lots of tools to help them become better problem solvers, critical thinkers and team players. So, without further ado, let's get started…"

"The good thing about my school is that we do have teacher leaders who will take ownership of initiatives and run with them with little more than moral and budgetary support from me. Our Beebots are used widely in our Early Years classes with a couple of teachers taking the lead - and we have had our kids use them for learning Vietnamese! But Spheros in our school has been my own journey. I have added to the original 15 Spheros that I bought in March, bringing two Sphero SPRKs and four Ollies in as additions. I just want to reflect on what else I have learned since the last post when I was still just working with my Digital Leaders. This term, I started to work with some classes within my own building. I am line manager for four classroom teachers and my office is based in that building. I am also the self appointed Sphero maintenance person - I keep them secure, charge them prior to use and kept tabs on the apps needed on the building's squad of 10 iPads. Just prior to starting with the first class, I saw a tweet about an app called Tickle that uses a Scratch style interface to program a number of connected robots including both Sphero and Ollie. It is easier to use than MacroLab and as I was about to introduce programming robots to Year 3 and 4 students, it was the perfect tool to use to set some simple programming challenges."

"Binder clips are a mainstay for any office, desk, or workspace. In their basic use, they are very useful in organizing and holding papers together. But, did you know there are numerous uses for the binder clip that exceed far beyond the confines of the office? We're sharing 40 ingenious ways to use the binder clip, that will make your life so much easier."

"There have been complaints leveraged against out of the box robots like Dash and Dot, Ozobot, Hummingbird, Sphero. The complaints usually revolve around the canned and prescriptive nature of their uses and programs, that they lack creative engagement by the younger users. I personally love the excitement my learners have using these robots. As with all tools and technologies and with creative framing, though, they can be used in creative and imaginative ways. Mention robots to many English teachers and they'll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there's a robot at all, it's located in a science or math classroom or is being built by an after-school robotics club. It's not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, robots are proving to be a great interdisciplinary tool that builds collaboration and literacy skills. (How Robots in English Class Can Spark Empathy and Improve Writing) This past term, I had my 2nd through 4th grade students work on their robot-enhanced creative writing and stories. In small groups, students were asked to create a fictional storyline and use StoryboardThat.com to create both the physical scenes and the accompanying narrative. As part of their directions, they were told that they were going to create a 3D setting out of cardboard boxes, foam board, LED lights, and other craft materials; and that they would use Wonder's Dot with the Blocky App and Ozobot as the characters in their stories. Preparation time was divided between storyboarding, creating the scene, and learning how to use/code the robots. Because of all of the preparation and practice, the recording actually went quite quick and smoothly. Here is a break down of the learning events that learners were asked to complete:"

Alittle known feature introduced in iOS 14 and iPadOS 14 is the ability to use a private Wi-Fi address. But, why would you want to use a private Wi-Fi address? It's simple, really. The device you are using on any wireless network is trackable by its MAC (media access control) address. Apple is making it easy for your iPhone or iPad using iOS 14 and iPadOS 14 to use a private address. This makes your device and its activity less trackable, meaning more peace of mind for you.

What Is Social Bookmarking: Social bookmarking is a form of bookmark sharing that allows you to bookmark websites on the Internet using a service instead of using the browser's bookmarking feature. This service also makes it easy to share bookmarks. The sharing and collaboration feature explains the use of the word "social" in this term. Social bookmarking uses a form of tagging that allows users to tag sites they want to bookmark with a keyword, similar to how Twitter hashtags work.

What Is Social Bookmarking: Social bookmarking is a form of bookmark sharing that allows you to bookmark websites on the Internet using a service instead of using the browser's bookmarking feature. This service also makes it easy to share bookmarks. The sharing and collaboration feature explains the use of the word "social" in this term. Social bookmarking uses a form of tagging that allows users to tag sites they want to bookmark with a keyword, similar to how Twitter hashtags work.

"Artificial Intelligence (AI) has been around for decades; however, with the introduction of generative AI, such as ChatGPT, there has been a newfound focus on how technology tools can impact the educational landscape. The AI revolution in industry is upon us and is beginning to establish itself as a permanent part of educational practice as evidenced by Lucarillo, Nagel, Hardman, and others. Therefore, it is crucial to equip teachers with the skills to use AI in ways that ensure a high-quality education for the students in classrooms across the globe. The urgency to upskill teachers is highlighted by the gap in skills that already exists in classrooms today, underscoring the digital divide. Just as in any content area, students come to classrooms with varying readiness levels and educational needs; using AI is no different. For example, there are preschoolers who play games on an iPad with empowered intelligent tutors. My prereading granddaughter uses AI predictive text programs, dictation technology, and iconography to text me from her mother's phone and to locate videos and programs she wants to watch. Some children, like her, have access, while there are many others who have no exposure or use of AI. Educators are encountering students at different AI literacy levels, and this divide will continue to grow. Therefore, teachers need to build the skillsets to increase their AI literacy and integration to develop more digital equity, serving students who are at a low readiness level, as well as those who are using AI as a writing partner."

"Instagram is huge. As in 300 million users huge. As in, your students, and probably their parents, are on it. Already, 30 billion photos have been shared on the platform. There's a lot going on there. So while Facebook is dead and buried for the cool kids, and the likes of Snapchat don't really work for an institution, Instagram still has kudos as well as scale. If you want to be reasonably sure that the people you want are on board, then Instagram it is. So should a school use it? Should a school start to use the fastest growing, and already one of the biggest, social media platforms in the world? There's a certain amount of leading-the-witness in the question, but sheer scale doesn't necessarily mean there is educational value. Unless you use it right, of course. So how, and why should you be using Instagram in your school? Here's some suggestions:"

"So the camera on the classroom iPad is turning out to be one of the most useful features for us! It's so easy to use, and so easy to share pictures that we're turning to it more and more often. Here are five ways that we or other teachers we know have used the iPad camera in the classroom."

"I am aware that the computer science aspects of the new computing curriculum creates extra work for some teachers as they need to learn many unfamiliar concepts. I know this can be challenging and time consuming, but I think we are very fortunate because there is a vast range of free programming environments /apps available for teachers to use for teaching computer science elements to children. What we need to remember is that the program itself doesn't just make children develop computational thinking, the context we use, the pedagogical approach we employ shapes the learning experience of our students. On the next page I have shared a simple activity which can be used as a main task or as an assessment task at the end of a coding session. The aim is to support children to design solutions for a specific purpose by selecting and using correct blocks in a sequence. These activities can encourage them to think in logical steps which is the main foundation of problem solving skills and at the same time provide opportunities for peer or whole class discussions."

Almost all college professors are on social media these days. Many use it simply to connect with other professionals in their field or to post information on themselves and their research. But using social media inside the classroom can be extremely effective. Increase productivity, communication, and understanding by using these six tips.

"Almost all college professors are on social media these days. Many use it simply to connect with other professionals in their field or to post information on themselves and their research. But using social media inside the classroom can be extremely effective. Increase productivity, communication, and understanding by using these six tips"

"iPads can be powerful teaching tools. In classrooms around the world iPads are mainly used by teachers and students for consumption, curation, and creation of information. Naturally, due to its simplicity, consumption of information is the most common way in which iPads are used in and out of the classroom. Also, many people use iPads for curating and organizing content. However, creation of information is one of the most powerful ways students can use iPads in the classroom because it allows them to unleash their creativity and illustrate their knowledge in multifaceted ways."

"This recent example aside, the idea that games can be fun and educational is starting to take hold in the educational community.  That these fun learning games can come in the form of games like Minecraft, rather than "skill and drill" games is icing on the cake for students and teachers.  The number of recent popular press articles heralding a rising trend of digital game use in the classroom has made the team at the Joan Ganz Cooney Center wonder: just how common is this practice?  And further, which teachers are choosing to use digital games in their teaching, what particular goals do they have for that game use, and what kinds of outcomes are they observing among their students? With these questions in mind the Joan Ganz Cooney Center surveyed nearly 700 K-8 teachers about their use of digital games in their teaching (a follow-up to a similar survey we conducted in 2012 with BrainPop). I wanted to share a few of the highlights from our full set of findings."

"Binder clips are a mainstay for any office, desk, or workspace. In their basic use, they are very useful in organizing and holding papers together. But, did you know there are numerous uses for the binder clip that exceed far beyond the confines of the office? We're sharing 40 ingenious ways to use the binder clip, that will make your life so much easier."

"Artificial intelligence (AI) and machine learning are all around us - from Siri on your iPhone to Google Map suggestions, to recommendations for purchases during your Amazon check-out. While many of us may think AI and machine learning mean more robots and self-driving cars, at a fundamental level, they are about data - and ways to make meaning of data. In this workshop, we'll use a hands-on project based approach to learn how to put data to use for us in our everyday lives."

"A report released by the Center for American Progress states that schools are not using technology in a way that benefits students. The United States is spending billions of dollars on technology in schools across the country, yet students are using the equipment for "lower-order skills" like practice and drill programs. "Our findings suggest that many schools have yet to take full advantage of technology's ability to improve the art of teaching and the process of learning," said Ulrich Boser, author of the report and Senior Fellow at the Center for American Progress. "In classrooms across the nation, many students are not using technology in very sophisticated ways. Students are too often using computers to do drill and practice instead of more intellectually engaging activities such as using statistical programs or spreadsheets.""