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"While the rest of the class was working in a writers workshop, she handed the student an iPad and told him to try and experiment with its speech-to-text feature. With minimal expectations, Redford figured that the newness and the boy's curiosity would at least keep him busy during writing time, which he usually found frustrating. While Redford described the boy as "very bright," he "couldn't even compose a sentence to save his life" because of his dyslexia. Any classroom assignment having to do with writing made him moody. So, as Redford guided the rest of the class through the workshop, the student stepped outside the classroom and spoke his ideas for his writing assignment into the iPad."

"The first year that Meyer Elementary School had a technology teacher, they focused on learning basic computer skills and tools, such as email, apps, and programs. Student learning of technology skills was disconnected from what they were learning in other classes. This year, Meyer's technology instructor teaches tech through various content areas, presenting technology use as something purposeful, connected to their learning, and relevant to real-world situations. "When they have a contextual tie to what they're doing in class, it lends validity," says Jeff Dahl, Meyer's technology teacher. "I can take those opportunities, teach them a tool, and hit content information at the same time.""

"I believe that every single child is gifted and that every kid has a talent which we as educators should help uncover. This is not easy when you have a curriculum to follow and tons of material to teach. But that given we need to make time to work with kids in a different and more creative setting. It's important to let them explore new things that may not be present in your curriculum but are in your students' heads all the time. This is how we can awaken curiosity in young children and help them develop creative thinking. Interestingly though, this idea does not originate in education or teaching practice. It was actually inspired by Google's "20% Time" rule, which encourages employees to spend 20% of their time working on their own projects and ideas outside Google. This concept inspired the idea of a "Genius Hour" at school."

"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?"

"Simplify3D announced that they are releasing their visual troubleshooting guide for 3D printing. This guide could prove to be invaluable to anyone who's a beginner, fine tuning their printer or software settings, or frustrated with annoying print issues."

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"Down a locker-lined hallway at Lawrence Central High School in Indianapolis, Zac Felli, a junior, walks to his first class of the day. He wears tortoiseshell glasses and is built like he could hit a ball hard. He has enviable skin for a teenager, smooth as a suede jacket. Over one shoulder he carries a slim forest-green and tan messenger bag that would have been social suicide in 1997. But 1997 was the year Zac was born, so he wouldn't know anything about that. A squat, taupe monolith flanked by parking lots, Lawrence Central smells like old brick and floor polish and grass. Its gleaming floors squeak if you move your foot a certain way. The school has existed on precisely this spot of land since 1963: maroon block letters over the door, tang of chlorine from the indoor pool. None of that has changed. Here's what has: After Zac turns the doorknob of Room 113 and takes his seat in Japanese III, he reaches into his shoulder bag, pushes aside his black iPhone 5S and Nintendo 3DS XL, and pulls out his Microsoft Surface Pro 3 tablet with purple detachable keyboard, which he props up on his desk using its kickstand. By touching a white and purple icon on his screen, he opens Microsoft OneNote, a program in which each of his classes is separated into digital journals and then into digital color-coded tabs for greater specificity. And then, without a piece of paper in sight and before an adult has said a word, he begins to learn."

"As parents and teachers, we encourage our kids to become well rounded people who love learning.   In our world of cell phones, ipads, and computers, it's easy for kids to become passive consumers of media and technology.   We, however, want are kids to be active, curious, and creative.   Since I'm a musician and a software engineer, I hope that my kids learn to express themselves emotively and become creative thinkers.   We're trying to foster a family culture where we are active, encourage tinkering, and building physical things with our hands.    With these ideas in mind, I wanted to share a great video I found by Vinnie Vrotny and Sheryl Peterson entitled "STEAM: Creating A Maker Mindset."   In this conference talk from the K12 Online Conference in 2013, they share their experiences encouraging a "maker" mindset in the Quest Academy .   Their school has a very unique class teaching design thinking to kids.    It's giving me lots of ideas for building a maker environment for our family.    In this class, Sheryl encourages her students to invent a creative design problem and solve it.   With the tools and support of the teacher, the kids are encouraged to build their design.    In some cases, the kids ask Sheryl to assign a problem to them.    The kids aren't used to having creative freedom to design and make.    In these cases, Sheryl encourages the students to keep thinking."

"A few weeks ago, we shared with you a list of some amazing iPad apps to help you find inspirational quotes to use in class. Today, we learned that Quotes Folder, another excellent quotes app, is free for a limited period of time. Its regular price is $0,99. This deal is valid at least in the iTunes Stores here in Canada and the United States."

"Years ago, I wrote a piece suggesting that computer coding should be a basic requirement in junior high schools. I compared it to a required class I myself took in grade school: Typing, a skill that helped throughout my life. I brought up the idea again last week while moderating a panel at the South by Southwest festival in Austin, Texas. One of the panelists, MIT Media Lab Senior Research Scientist Kipp Bradford, challenged me on the idea. Bradford acknowledged the importance of coding classes. But he argued that given today's complex programming landscape (there are well over 100 languages in use), basic coding isn't the right course to prepare students for the job market of the future. He suggested teaching "computational thinking" skills instead."

"It's time we create learning environments that make mathematics accessible for all students "But I'm just not a math person." We've all heard this refrain-and possibly even echoed it ourselves. As a young student, I felt this way for many years. For some reason, math just never clicked for me. My 11th-grade math class with Mr. Peterson changed all that. Why was his class different? He worked hard to bring us examples of math in the real world, connecting concepts back to our lives and making them feel relevant and accessible to us. He gave us voice and choice in our learning, and it made all the difference for me. I can only imagine how much my confidence and enthusiasm for math could have been changed had I experienced a similar instructional approach in all the grades prior. I've come to understand that there is no such thing as a "math person," and that high-quality math instruction is key to helping learners shed that perception. We know from decades of research that success in mathematics is more linked to opportunities to learn in a meaningful way than to innate intelligence, and we know that effective educators can nurture mathematical abilities in all students."

"When teachers reexamine how they were taught math and their perceptions of their ability, student test scores and attitudes about math dramatically improve, according to a new study. The research, which appears in the journal Education Sciences, shows that fifth-grade teachers who took an online class designed to give them a different approach to mathematics teaching and learning, achieved significantly higher test results for their students compared with a control group of teachers in the same schools who did not take the class."

"The most vital group within the 3D printing education equation that gets frequently overlooked are the teachers. The people that are directly tasked with preparing students for the modern workplace. There are fantastic educational pioneers out on the frontline, excited by 3D printing themselves, and transmitting this passion into their classrooms. Moreover, increasing numbers of schools are buying into 3D technology for the classroom and the potential for facilitating learning activities across the newly developed 3D printing classes and curriculum. But for teachers, there has to be a purpose behind the potential. Where do they go to find that purpose, particularly if they are not familiar with the 3D printing ecosystem themselves?"

"As an elementary school science teacher, I find this not easy to admit, but some of my students' most rewarding and meaningful classes over the years have happened when I have taken a back seat and let my students "tinker." Whether they want to dam up a stream during a water study, build nests with mud and sticks while investigating local bird populations, or, after completing a set of Lego models, independently design and build spinning Lego tops from which energetic battles ensue, students love having time to explore and investigate independently. This fall, for example, I let a third-grade class have a "free choice period." I gave them a list of things that they could do, such as making crystals, handling pet rocks or having a dance party. Instead, they came up with their own idea: they wanted to make boats. So, I gathered materials and allowed them to use handsaws and hot glue guns (which they'd already been taught how to use safely). Of course, many teachers allow and encourage students to engage in creative play: we know that young children need the chance to explore, daydream, imagine, play and build without an outcome or even a product in mind-a place free from failure, because failure is not even part of the equation. But this often takes place outside the classroom."

"The ultimate goal of teaching is to do just that - teach, not stand up in the front of the room and talk. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job. The problem is, we rely on these tests to measure understanding, and then we move on. Few of us take the time to address weaknesses and misunderstandings after the tests have been graded, and by that time it's too late for students to be interested. This means we need to rethink how we approach assessment during class. The most effective way to test student understanding is to do it while the lesson's still going on. Asking students to fill out a questionnaire and then correcting misunderstandings during the next class period won't work because students have already moved on. You've got to take advantage of the moment. If you hope to spend the majority of your time getting through to students, and not just talking, then understanding must be measured and dealt with as soon as the first frown appears on a face. "

"Did you know that January is considered International Creativity Month? This month, remind your students about the importance of being creative. Give your students the ability to creatively express themselves by providing various options for a particular class assignment. For example, instead of assigning the same writing assignment to every student, offer five variations on the topic to give the students more flexibility to choose something they find worthwhile."

"When Joanne Atlee was an undergraduate student in computer science, more than a third of her class was made up of women. In graduate school, those ranks began to thin out, a decline that has continued through much of her career as a professor at the University of Waterloo. "All of a sudden I am an instructor at Waterloo and 10 per cent of the class is female and it's 'Oh no, what happened?'""

"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?"

"We've talked about student engagement and motivational videos for teens, in addition to 'good class rules.' This is similar but not intently meant to 'inspire.' Rather, the hope is that by separating these kinds of messages into three different categories and perspectives (I, You, and Us/We), you might be able to use them to guide a lot of what you do, from curriculum and instructional design to creating class rules and norms."

"This is great news for parents and kids who are reeling from the news of school closures due to the Coronavirus. Joe Wicks, famous as The Body Coach, has said he will become 'the nation's P.E. teacher' by giving daily online P.E. classes for kids! Starting from Monday he will be holding kids' workout classes on his You Tube channel, and he will be doing them every weekday at 9am during the school closures. The workouts are designed to be kid friendly, will last half an hour, and won't need much space so they can be done indoors if you're self-isolating."

"As the coronavirus continues to spread across the country, students are coming into class with misconceptions about the outbreak-and teachers are trying to figure out how best to explain the facts and debunk rumors.   Some teachers have made COVID-19 a focus of their lessons. Discussing the origin and effects of a new virus easily lends itself to science class. But teachers in other subjects-like algebra, statistics, and media literacy-have found ways to address the topic, too.  Designing a lesson around the outbreak could be a helpful way to answer students' questions and calm fears, said Stephen Brock, a professor and coordinator of the school psychology program at California State University, Sacramento.  And if students have misconceptions about the virus or how it spreads, providing more information could help kids more accurately gauge threat, he said. "