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"The role of technology in learning isn't entirely clear-or rather, is subjective. While it clearly is able to provide access to peers, audiences, resources, and data, it also can be awkward, problematic, distracting, performing more strongly as a barrier to understand than anything else. Why this happens also isn't clear, but there are some common patterns and missteps to look for while designing or evaluating a learning process."

"Project-based learning (PBL) - an educational approach in which students work together to solve real-world problems - is redefining how many kids learn. Vine, a social video app purchased by Twitter, is growing in popularity - and fast. What happens when the two collide? PBL teachers across the country intend to find out."

"Last month our middle school tech class went to Lansing to attend the MACUL ATT Student Showcase. While there, I asked the students to use an iPad to somehow create a project to document what happened on the trip. I gave them a list of suggested apps, but left it open for students to make their own creative choices about the project. Several students used the wonderful Book Creator app to create epub books about the trip. Here are links to two of the books that can be directly downloaded into iBooks on your iPad, iPod, or iPhone. (Note, it will take several minutes for the books to download, then select to open in iBooks.)"

"There is no end to the uses of the iPad in education. I've discussed that ad nauseum on this blog. As a learning tool, it has the potential to make a great positive change to learning. The only problem is Apple designed it for individual use. Schools are designed for ( or budgeted for) shared use. Conventional wisdom is for iPad use to occur in a 1:1 or BYOD Environment. In the best case scenario, I wholeheartedly agree. Unfortunately, financial realities will often dictate that sharing is the only viable option if we want our students to enjoy the benefits of the iPad. It can be done effectively - I've shared my thoughts early in the year about the pros and cons of shared iPads - but doesn't happen without some time consuming workarounds. What follows is my take on the pains (and remedies) of sharing iPads in a rather large Primary (elementary) school."

"As a general rule, I don't tend to blog too much about what I get up to at School, that's not really what my blog is about. That said however, some of you that also follow me on Twitter may have seen me tweeting recently about a student I teach who has developed an iPad App for the School. A few people, such as Pedagoo asked me to write about it and so here are some of the steps to how this happened, so that, if you wanted to try and replicate this yourself, you might be able to."

"Students with learning disabilities often have trouble with study skills like getting and staying organized-a crucial executive function skill-and remembering what needs to happen and when. My daughter (who has dyslexia) and I have researched and/or tested the following apps, and she's found them especially helpful. We know that every person has slightly different needs, but it's worth taking the time to find out which apps work for your child. "

"There are a number of apps that are being released that give us direct and instant access to real time data to events and happenings around the world. These apps allow the students in the classroom to have the same data and information that authorities, scientists and researcher have. This is important form the students point of view as it makes the learning more real."

"What happens to student engagement when iPads are used in a science classroom? An Examination of how Technology Impacts a High School Biology Classroom Jeremy Ensrud, ensrudj@canby.k12.or.us"

"Google's policy of 20 percent time-giving employees plenty of free time work on whatever they want-is world famous for being the birthplace of innovative products- most famously, Gmail. But what would happen if schools gave students a similar amount of unstructured free time and allowed them to take control of their own learning? This spring Matthew Bebbington, a high school physical education teacher in the U.K., decided to find out. He organized a school-wide "Innovation Day" that let 80 students between the ages of 11-15 choose what and how to learn. B"

"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.""

"One area that I don't have time to explore very often during the school year is creating music on my iPad. It seems with all the day to day activities of teaching that I totally loose touch with musical explorations and composing. I've been taking more time lately to do this and I am floored at what I can do with an iPad and a few apps. I am not going to give you a history lesson here but I will say that at one time in my career I dreamed of creating a wonderful MIDI lab outfitted with computers, keyboards, speakers and mixers for my students to use. That dream never happened because of the crazy cost involved. My dream has been reshaped. Here is what I've found…."

"erfect Storm: an expression that describes an event where a rare combination of circumstances will aggravate a situation drastically.  The term This term is also used to describe an actual phenomenon that happens to occur in such a confluence, resulting in an event of unusual magnitude."

"I love the idea of making, inventing and tinkering. Just watch kids who are immersed in the activities and you can see the engagement. But is the learning authentic and relevant? I presented three sessions at the Free Maker Movement event at One Work Place on Wednesday, September 30, 2015 with some amazing educators who presented hands-on activities. The event will took place at our Oakland Center for Active Learning . I decided I needed to spend some time researching where the Maker Movement was happening and find examples of authentic learning. This gave me the opportunity to talk to several of my friends and share how they have transformed learning spaces to Makerspaces. Everyone I talked to made a point that it is about creativity not consumption. Yet when I went to different Maker events, I saw activities that an adult set up, purchased a kit or provided directions for activities. They were all fun, but I was having trouble seeing the connections to real learning or any ownership from kids."

"What would happen if the roles were flipped and students asked the questions?"

"It's easy to focus on academics and college transcripts when children become tweens and teens, but retaining the agency and creativity inherent in play is crucial for them, too. But what is the high school equivalent for the kind of inquisitive learning that happens when little kids play in the sandbox, finger-paint, build with blocks or play make-believe?"

"Every new classroom project must satisfy available resources within three dimensions: 1) time, 2) money and 3) physical space. The 2016 New Media Consortium Horizon Report for K-12 Education anticipates that makerspaces will be highly adopted in schools across the country within the next year. Maker education and makerspaces are the hot topic in STEM education right now. Over the last year I have worked with many teachers in a professional development environment who are simultaneously enthusiastic about the idea of a makerspace, and frustrated by the limitations of space in their schedule, budget and classroom layout. We all want a makerspace, but how do we make that happen within these constraints?"

"Technology moves far too fast to know every detail. That's what's changed.  In a society that moves quickly, we have to find ways to slow down, be in the moment, and process what's happening on the screen, in the device, or in the conversation around us.  People love to say that our kids are different - for their world is different than ours was.  The truth is, we have to adjust AND be ready to help guide them.  It's a challenge for sure, but it's going to be all about our ability to slow down, process, and deeply understand.  To get out of their way. But it's the reason I believe in the deepest part of my soul, that making is the future of education. Entrepreneurial-ship. Ideas that change our world.  Connecting with each other. Being a community.  Thinking deep about improving something, then doing it.  Helping our kids be WHATEVER they dream of and DREAMING big.  Because when we use technology that's one thing. But when we create with technology, and add in tangible, hands on materials?  It's us slowing down, and somehow in the midst we become the kind of learning environment that kids need, simultaneously becoming the kind of learning environment our kids need.  Because we are all learners."