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I've started this article with quite a bold statement, but it's a conclusion that I have been coming too over the course of quite a few years now. I should really put this into context though, as most of the teacher training I do deals with pedagogical training for the use of technology and is most often delivered during intensive face to face sessions, usually with groups of teachers working in a computer lab.

"I've started this article with quite a bold statement, but it's a conclusion that I have been coming too over the course of quite a few years now. I should really put this into context though, as most of the teacher training I do deals with pedagogical training for the use of technology and is most often delivered during intensive face to face sessions, usually with groups of teachers working in a computer lab" Online Teacher Development Works Best - 15 Reasons Why https://t.co/oVSYIbOwAE #elt #efl #esl #edtech #cpd #mooc

"This past year, fourth and fifth grade students at Independence Elementary School in Yukon, Oklahoma, have had the opportunity to participate in an after-school Scratch Club led by STEM teacher Chris Simon. Scratch is a free program from the MIT Media Lab, which permits learners of any age to create games, tell stories, make animations, and much more. In its new 2.0 version, Scratch is entirely web-based, so it can even run on a Chromebook! Yesterday was the final day of "Scratch Club" for students at Independence Elementary this year, and several students shared the reasons why they enjoy Scratch and have loved the Scratch Club. In this five minute video compilation of their ideas, pay attention to how several students mention the importance of "agency" and choice. Many report how they love the opportunity to be self-directed in their learning and to have opportunities to use their imaginations to create. Also notice the way one student references the "hard fun" of programming, which is something Gary Stager talks about often in the context of students learning to code. "

"The title is self-explanatory and the context is fairly clear, so let's dispense with the introduction and just get to the list, shall we?"

"When I was a kid, I dreamt about our school desks as computer screens. How cool would it have been to be able to draw, write, and learn directly onto my own computer? As the years went on, people theorized that laptops would take over the classroom, but the price of these devices was too high for a 1 to 1 ratio. It never quite caught on in lower grade schools. Now, it is the age of the tablet. We have affordable high-powered computers that can provide all sorts of enrichment through an intuitive touch screen interface and the education world is taking notice. More and more classrooms are imagining the curriculum in the context of each child having his or her own tablet. Yet, some educators are still skeptical. How can a piece of technology truly enhance the learning process, without causing distraction?"

"Howard Gardner is an internationally recognized leader in the field of developmental psychology. He has prolifically authored several books and journal articles on the nature of intelligence. He is best known for his theory of multiple intelligences (Multiple Intelligences: New Horizons in Theory and Practice ). Gardner defines intelligence as the ability to solve problems in a given context."

"n this context, Twitter is working hard to enhance the performance of its search functionality. They have now what is called Twitter advanced search engine. Next time you use Twitter search and it does not turn up results for your desired terms, you may want to use these search operators :"

""I recently learned, for the first time, about Aristotle's belief that there were three basic activities of humans: theoria (thinking), poiesis (making), and praxis (doing). Corresponding to these activities were three types of knowledge: theoretical, the end goal being truth; poietical, the end goal being production; and practical, the end goal being action (https://en.wikipedia.org/wiki/Praxis_(process)).... All of this led me to think about how this would translate into a full spectrum of making in the context of maker educator. Having such a framework would help insure that learning from the making experience is more robust, not left up to chance. I believe a fuller spectrum or framework would including the following elements:"

"Many educators are aware of Carol Dweck's research on growth mindset. The Stanford psychologist has found that the way students think about and approach challenge makes a big impact on their learning. Students who believe that they were born with a certain amount of intelligence that cannot be changed - a condition Dweck calls a fixed mindset - are often afraid to seek out challenging tasks and are resigned to one's perceived set of abilities. Students who see intelligence as something that can grow and change with effort - known as a growth mindset - tend to persist at difficult tasks, trying new strategies and ultimately performing better in school. Many schools have begun to focus on building growth mindsets in students because of this research. Helping students develop growth mindsets is made even trickier because mindsets about learning can change depending on context. And unfortunately math class is a time when many students have preconceived notions about their abilities. Many adults, including teachers, grew up receiving negative messages about their math ability and can unintentionally pass on unhelpful messages to students through casual words or actions. That's why it's impressive that educators at Two Rivers Charter School in Washington, D.C. recognized a culture of math fear among the staff and worked hard to change teachers' relationships to math as part of their broader strategy to improve math achievement. The school's Director of Curriculum and Instruction, Jeff Heyck-Williams, described their efforts in an Education Week article:"

"It has been one of my goals this year to make math authentic, when and where possible. To make it a hands-on, active, and practical. To not just be numbers on a page filled with hypothetical situations, but to have the problems come to life. It's not the only way we practice math but it is part of our repertoire. My hope is that by making math real, when students do encounter the hypothetical, they will have a context for their understanding. They will see the relevance because they've experienced it. One of the ways we have begun to do this is through sewing. As we go, the process of creating through sewing has brought many grade four curriculum expectations to life and provided many opportunities for prompting students' thinking."

"I'm sure that many educators are now feeling more empowered and eager than ever to code in their classrooms.  While participating in the Hour of Code, teachers likely witnessed students fully engaged in learning the basics of coding while being challenged to think through well-written online tutorials and apps.  What they observed was students using coding as a context for developing their Computational Thinking skills. Many wonderful articles have been written about what Computational Thinking is and research has shown it to be a "powerful cognitive skill that can have a positive impact on other areas of children's intellectual growth" (Horn, Crouser, & Bers, 2013).  If we really value Computational Thinking as individual educators and as a province, however, we need to capitalize on this momentum in order to provide our students with greater access and opportunities.  Now that the Hour of Code has given you a glimpse of coding's potential, it's time to explore and learn along side students while continuing your journey…"

"Coding, computer programming and computer science are being discussed as possible curriculum topics, pedagogical tools and integration contexts within our elementary schools. I understand, however, that some teachers may feel a certain level of concern, worry or even anxiety when it comes to learning and teaching within this area. How are educators expected to teach coding with little to no experience? How can they develop and implement lessons without adequate formal instruction in the subject area? While these questions are valid, I challenge teachers to see the novelty of coding as a valuable professional and personal opportunity."

"How are you making connections between your English Language Arts instruction and the work happening in social studies? Incorporating social studies reading passages into your instruction can help you address learning goals in both subject areas. If you are teaching a lesson about the American Revolution you might share a short selection of informational text so students can discuss cause and effect in a reading passage in the context of that moment in history. If you are reading a historical fiction novel you can use short reading passages to provide additional information on notable figures or events that pop up during the course of the story. Earlier this year I shared some favorite online resources for science reading passages (see the post here). There are a handful of great social studies reading passages organized on websites and available in mobile apps. Locating just-right resources for your classroom can be a struggle, especially when it comes to reading materials. As you begin the search for content to share with your students, you'll want to check out the range of resources featured on this list. Make sure to scroll to the bottom for a special link to reading response tools that students can use in combination with the resources on this list."

"here are lots of ways to incorporate video into the classroom. From capturing students' attention as you kick off a lesson, to providing context for a new learning experience, teachers use videos in lots of different ways. Whether you are looking for a clip to send home to students via Google Classroom or want to connect a video link for a QR code scavenger hunt, educational 360 videos are worth exploring. 360 video gives students the power to explore a space from every angle. YouTube hosts a range of 360 video content and one of my favorites is from the BBC. On the BBC's YouTube channel you'll find different types of video options for a virtual visit to places around the world. As you search through their content you'll see that they've tagged their videos as 360 to make it especially easy to find."

"I remember George Couros when he came to our District, asking the question, "If you don't know what a hashtag is are you considered illiterate today?" I thought about that as I read a recent article by CEO of Hootsuite, Social media skills millenials lack.  Ryan Holmes states that using social media effectively is "the most important digital skill for tomorrow's CEOs"  He refers to a "social media gap" which is further supported by Professor William Ward, professor of social media at Syracuse University, who states "Students using digital and social media professionally in an integrated and strategic way have an advantage. [They're] getting better jobs and better internships …"   The fact is, students are good at connecting with people they already know, but don't understand how to network professionally.  I would add they don't often know how it works for learning either. That is a compelling reason to incorporate social media in the context of the classroom and yet there is a real reluctance to do this by many Districts."

"Find resources and tools to help bring elements of maker culture into schools and classrooms, and encourage students to explore STEAM subjects within the context of maker projects."

"This is a book for primary school teachers of English written by primary school teachers of English. It brings together the experience and expertise of teachers from around the world to provide a range of stimulating and exciting classroom activities for the primary classroom. There are 50 tried and trusted activities which have been refined and improved over the years by teachers working in diverse contexts and environments. Children will enjoy practising their English through these stimulating and motivating activities."

With the interest of helping teachers improve their instructional practices and enhancing student learning, FADS (Formative Assessment Delivery System) is a computerized system that will allow classroom teachers to design, develop, and deliver formative assessments and to monitor and report student progress within an interpretive context. This online accessible system will allow teachers to accurately diagnose students' comprehension and learning needs by providing real-time assessment, logging, analysis, feedback, and reporting. The current five-year FADS project, funded by the National Science Foundation, is focused on designing activities deriving from middle school mathematics and science curricula aligned with state and national standards.

Learning trajectories have a number of specific characteristics when it comes to building, user context and target group. These attributes are directly related to the function of a learning trajectory. The following sections focus on the definition of learning trajectoriesvand also the characteristics.

"For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended inquiry-based models can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can't move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills - in ways that are meaningful to them."

"This is the presentation I gave at BETT 2014. The idea was to demonstrate how my students and I have used six, non subject-specific, iPad Apps in a variety of different contexts across the curriculum." http://prezi.com/asnlltmcowev/?utm_campaign=share&utm_medium=copy&rc=ex0share http://prezi.com/asnlltmcowev/?utm_campaign=share&utm_medium=copy&rc=ex0share"