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# Unlimited access of Elluminate Live! Lite Edition™ for one year, with full-duplex audio, shared whiteboard, chat, math symbol library, graphing calculator, advanced moderator tools, and much more.

"It might have been the banana piano. Or perhaps the bongos, made from lemons that students had plucked from the citrus tree at school. Elizabeth Little, who teaches middle school math and science, doesn't know exactly which of the hands-on projects she introduced to her remedial math class turned the class around. But by the end of the school year, all her math students, not just those needing extra support, were clamoring for more math. How did this happen?"

"Few artifacts of formal learning are as iconic as the letter grade. What can I do to get an A? She's a C student. He's always gotten As and Bs in all of his classes. Then we turn the letters into numbers-letter grades become averages of letter grades, which, when calculated, determined whether or not a learner qualifies to play sports, get into college, or thinks of him or herself as "smart.""

"I have found an app called Record of Reading. It is a great app…not just because it was created by my alma mater, Clemson University…but because it is an electronic means of assessing reading behaviors. You don't need a calculator as it has embedded formulas for accuracy and self corrections. The app even records the child reading while the teacher simultaneously takes the record. When replaying the record, the oral reading and the record are synced. The record can be saved or emailed. There is also a user manual if needed. You are able to type or write directly in the app and it doesn't have to be opened in a PDF annotator. Best of all, it is FREE!."

"strong lesson plan. My calculations led me to a solution. Although it won't be the next "E=MC2," it did solve a huge, logistical problem in the assignment details. The equation? Well, it's quite simple. SoundCloud + QR Codes = A Gallery of Students' Voices."

"The integration of technology in learning is not new. In the 1980s, many schools had fancy calculators, Macintosh computers, and were even teaching students basic coding. This kind of integration often happened at the lesson or activity level, meaning that it was often surface-level, tacked-on, and perhaps a bit superficial. The power of technology is difficult to fully leverage without curriculum-level integration. This means choosing tools, platforms, and policies based on standards, assessment, and instruction. A side benefit to this approach is the possibility of teacher collaboration and "same-pageness.""

"The infographic above shows caffeine concentration: it reflects the amount of caffeine per ounce - you can use these numbers to determine how much caffeine you're consuming. Simply multiply the milligrams per ounce (in the graphic) by the ounces in a beverage."

"Crackers and Goo is a free iPad app that provides fun addition and multiplication practice games. The games resemble of a combination of elements from Frogger and Tetris. Each game uses the same format but each level increases the difficulty of the mental mathematics calculations required of the player."

"iPads, iPods and other tablets are becoming more commonplace in the classroom, and schools are filling their devices with lots of Apps. By doing this, teachers could be missing valuable opportunities to truly embed the use of technology into their curriculum. If teachers were offered just one device that was a camera and video recorder, had access to the internet, was a calculator and had a note-taking feature, how delighted would they be? It's astounding how much the inbuilt functionality is overlooked as schools become pre-occupied with downloading Apps. From experience, the overloading of Apps and games can de-value the device, from a pupil's perspective, as an educational tool. Here is a brief overview of some of the features, giving an insight of the scope in which the device can be used with a few basic Apps."

"How many schools and how many classrooms allow student choice? And, in adult-centered spaces, how often do young people have the opportunity to make important decisions? Our mainstream educational machine is fueled by the idea that adults know best-that adults must impart their knowledge to prepare students for a demanding world. Our responsibility as teachers is to teach students for their own good…a "good" that more and more of us are having difficulty understanding. We teach students addition and multiplication facts because some day they will need to calculate very quickly…a tip at a restaurant or a bill at the grocery store in case their smartphone runs out of batteries. We teach them to write a five paragraph essay on the theme of a book because they will need those writing skills when…writing an argument to dispute a lawsuit. We teach them how to conjugate "to be" in Spanish because it might save their life…at a fruit stand in South America. While we are preparing them for possible situations, should these situations define the entirety of the direction of their education? I propose that we introduce some choice and some unknown into the situation of school. What if we allow students to make choices about what they learn, how they learn, and when they learn? In a way, 1:1 iPad programs are sparking choice whether we're OK with it or not."