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"As social media has evolved it has crept into academic work. I've even given research assignments in which I've asked my students to seek out and cite quotes from people on Twitter. More and more I'm asked, "how do I cite a Tweet?" In fact, I was asked this in an email last night. If you're citing for a blog post, you can just embed the Tweet. If you're citing for a more formal work you will want to follow guidelines of MLA, APA, or Chicago Style."

"While setting up an individual iPad is really simply, configuring and managing large numbers of the devices is a little more complicated. It's important that you get your iPad configuration correct from the start to prevent loss of data and apps later on which will cost your school money and your staff time. This page gathers together all of the information we've discovered while working with iPads, and includes best practice guidelines when deploying Apple's tablet in your school. "

"There are a few theories out there about informal learning at work - the 70:20:10 split, Jay Cross's 80%/20% model and Dan Pontefract's 3:33 model, to name three. One thing they have in common is that they are just guidelines. It's not suggested that companies should break their backs trying to achieve these splits or ratios. But it's important to emphasise the role that informal and social learning plays in training. On that note, here are five ways to boost informal learning at work:"

"Join a network of fellow maker educators on our Google+ Community. We welcome your ideas, successes, stories, and challenges as you engage in making experiences with the youth in your community. Anyone interested in topics surrounding making and education are encouraged to participate. Please spread the word! If you're interested in contributing to Maker Ed's Resource Library, don't hesitate to submit your favorite resources directly to the Google+ Community by posting a link and short description to the "Resources" category. This Resource Library is an ever-changing, evolving collection, and using its guidelines, Maker Ed is excited to regularly review incoming resource submissions from the greater community of educators and makers. We will let you know if/when we add it to the library!"

"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."

This web site presents the work of educators committed to new ways of looking at student work, ways that emphasize: * teachers looking together at student work with colleagues * focusing on small samples of student work * reflecting on important questions about teaching and learning * using structures and guidelines ("protocols") for looking at and talking about student work

"Social Media Guidelines for Schools"

These are the elements of functional design, the process of responding to the needs or desires of the people who will use an item in a way that allows their needs or desires to be met. Functional design is both an outcome and a process. As an outcome, it describes products that work well to perform their assigned tasks; as a process, functional design is a set of practices guided by the principles that produce that positive outcome.

12 Habits of Highly Effective ICT-Enabled Development Initiatives The 12 Habits of Highly Effective ICT-Enabled Development Initiatives are a set of best practice guidelines for project management, which aim to ensure the internal health of initiatives harnessing ICT for development. Like the Real Access criteria, the 12 Habits can be used proscriptively for planning, or retrospectively for evaluation.

The purpose of the interactive notebook is to enable students to be creative, independent thinkers and writers. Interactive notebooks are used for class notes as well as for other activities where the student will be asked to express his/her own ideas and process the information presented in class. Requirements vary from teacher to teacher and is set up according to the directions of the teacher. Some go left/right, others go right/left, and still others go sequential. It really does not matter, so keep that in mind when looking at the suggestions. The purpose of this page to give teachers a starting point for setting up their own notebooks with their classes. The links presented on this page were shared by teachers on T-Net, A to Z, and Pro-Teacher , and of course, TCI, the originators of the Interactive Student Notebook, as examples of good interactive notebooks and guidelines. Credit belongs to the creators of the individual sites. I have tried to divide the sites by subject categories, but many are inter-changable.