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"The list of mind blowing videos covering the topic of 21st century education and learning is growing bigger and bigger. There are actually some clips that I think every teacher should watch if not twice then at least once. These videos are not only an inestimable source of inspiration but are also a good resource packed full of great ideas on where education is right now. "

"If you think the new iPad Pro is "just a bigger iPad", you're wrong. It's a new way of iPad-ing."

"Our back-to-school section here in EdTech and Mlearning is growing bigger and bigger with more resources being added to it every single week. Today, I am featuring 3 awesome web tools and mobile apps that you definitely have to try out with your students. I have also attached a video of Dottotech where he explains how you can use each of these tools. As a side note, Dottotech is a wonderful YouTube channel that provides ed tech tutorials on a variety of topics. I have recently discovered this channel through a tweet shared by a colleague and I find it really amazing."

Nowadays, the list of security concerns is getting bigger and bigger. All enterprises have five types of security threats. Here in this tutorial, let's uncover these top five security threats of enterprises.

"When you the word "creative," you might think of a painter or a playwright or an author or a photographer or a filmmaker or a chef. In other words, you might think of people who make things. I think it's what we mean when we use a label like "creative type." But there is no such thing as a creative type. We are all creative. Every one of us. We just need a bigger definition of creativity. "

"Murphy & Beland's recent study is making the rounds online, particularly among those who are eager to find reasons to ban learning technologies in classrooms. The economists found that banning mobile phones helped improve student achievement on standardized test scores, with the biggest gains seen by low-achieving and at-risk students. Here are my thoughts on this… The outcome measure is standardized test score improvement. Is that all you care about or do you have a bigger, more complex vision for student learning? For instance, creativity, collaboration, critical thinking, and problem-solving are difficult to assess with a standardized test. Most schools I know didn't adopt their learning technology initiatives for the sole purpose of test score improvement. (if they did, how sad is that?)"

"But in the age of the Social Web and now the Social Business this is only a part of a much bigger picture of how we learn at work, and which is offering new opportunities to forward-thinking L&D professionals (and departments) who want to break free from a mindset that only focuses on designing, delivering and managing learning. Here's a summary diagram of many of those new opportunities on offer that I have put together for an upcoming keynote I am giving."

"One of the things that I hear teachers worrying about is the disappearance of creativity in the curriculum. More and more districts are ramping up the standardized exams to prepare students for the bigger standardized exams they will take later in the year. The beauty of creativity is slowly being phased out and replaced by worksheets. Standardized tests are a reality where I teach, but I still find creativity time for my students. I feel that it helps strengthen their other skills and is needed to develop well-rounded people. Here are some things that can add a creative spark into your class and still prepare them for those exams."

"While my last blog post was focused on developing shareable content FOR schools via social media, I have taken a step back to look at the bigger picture and the different components schools need to consider and gain fluency in order to best harvest the power of social media for them. awareness of the difference between social media IN schools and FOR schools social media strategy for schools social media platforms and tools: characteristics, capabilities, type of content suited for particular platform, image/video sizes characteristics of shareable content"

"As 3D printers increasingly find roles in schools, libraries and even homes, it is vital that educators provide challenging and meaningful projects. School administrators, trustees, superintendents and parents will not be impressed by an iPhone case downloaded from the internet to roll off the expensive new 3D printer. Instead, educators should encourage students to use these printers to create original designs that are more than just tchotchkes. Projects that allow students to create something "bigger" than the design itself are the most appealing. The 3D printer then becomes a tool that enables students to craft works they would otherwise be incapable of producing."

"Imagine spending every day in a physical space designed for people much bigger than you. To wash your hands or get a drink of water, you'd have to drag a chair over to the sink or ask a friend for a boost. Your feet would dangle in mid-air when you sat down and you'd have to crane your neck and stand on tiptoe to read the bulletin board. After the novelty wore off, it's likely that you'd end up feeling uncomfortable, insignificant, and out of place. Unfortunately, this is how many children feel every day in their classrooms. Whether it's because the chairs are too big or too small, the aisles too narrow, the tables too low, or the displays too high, the message is clear: "This room was not made for you." The sad fact is that most classroom spaces are far from ideal. Perhaps they were originally designed and built with little or no consultation with the teachers who would be working in them. Or maybe they were designed for another purpose, or with tight budgetary restrictions. And while teachers probably won't be able to transform an inadequate classroom space into an ideal one, they can make dramatic improvements. So, where to begin? The most obvious place is by thinking about the students. Before moving a single piece of furniture or clearing a wall for a display, learn as much as you can about the particular needs of the children you'll be teaching by talking with families and former teachers. Below are some general guidelines to help you create a physical environment that makes children feel comfortable and significant and that best serves their needs."

"Having a digital classroom means a few different things: 1. You have less stacks of paper 2. It is (generally) easier to keep track of student work 3. "The dog ate my homework" isn't a viable excuse anymore 4. Note taking needs to take a new form 5. You need another method of sharing work that doesn't involve handing papers from one person to another Clearly, number 5 on this list is the one that will cause you the most thought these days, unless your dog is into eating computers - and then you have a bigger problem on your hands. Lots of things need to be shared. Students need to hand in their work, teachers need to offer feedback on said work, students need to share their collaborative work, and teachers need to share classroom information and tools of all variety. Luckily, there are tons of different tools out there that can enable you to share nearly any type of file (from .doc/.docx and .ppt to .mov, .mp3/4 , .zip and more!). There's a lot of info out there on different cloud storage services - which are a great way to share files - but many of these are business focused and not as classroom friendly. We've put together a short list of some of our favorite methods of file sharing so that you, your colleagues, and your students can spend more time on the good stuff and less time trying to figure out how to get the information to one another."

"Traditional teacher professional development depends on external training handed down to teachers after having identified their weaknesses as a professional. If you're not so great at teacher writing, or if assessment is becoming a bigger focus in your school or district, you fill out a growth plan of some sort, attend your training, get your certificates, and repeat until you've got your hours or your school has run out of money to send you to more training. Oftentimes these "professional growth plans" are scribbled out in 15 minute meetings with your principal, then "revisited" at the end of the year as a kind of autopsy. What would happen if we flipped this model on its head? What if instead we created a teacher-centered, always-on, and social approach to teacher improvement? One that connected them with dynamic resources and human communities that modeled new thinking and possibility, and that crucially built on their strengths?"

You often find text in web pages which is very difficult to read. To read the font clearly, you can make the page bigger. Further, some web browsers allow you to zoom in and out.

"Allowing learners to struggle will actually help them learn better, according to research on "productive failure" conducted by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur's investigations find that while the model adopted by many teachers and employers when introducing others to new knowledge-providing lots of structure and guidance early on, until the students or workers show that they can do it on their own-makes intuitive sense, it's not the best way to promote learning. Rather, it's better to let neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start."

"A student's social status faces no bigger threat in schools than bullying. In research, schools with a higher bullying rate, subsequently had lower scores on algebra, geography, earth science, biology, and world history. At first glance, bullying and academic achievement should not be related because one is academic and one is behavioral. This is not a coincidence. While bullying has taken the mainstream media by storm in recent years, the neuroscience behind what truly happens to students is usually absent from these reports."

"The term "design thinking" is often attached to maker spaces and STEM labs. However, design thinking is bigger than STEM. It begins with the premise of tapping into student curiosity and allowing them to create, test and re-create until they eventually ship what they made to a real audience (sometimes global but often local). Design thinking isn't a subject or a topic or a class. It's more of way of solving problems that encourages risk-taking and creativity. Design thinking is a flexible framework for getting the most out of the creative process. It is used in the arts, in engineering, in the corporate world, and in social and civic spaces. You can use it in every subject with every age group. It works when creating digital content or when building things with duct tape and cardboard."