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"Rather than the maker experiences being an after school program, an add on activity, or an activity that is implemented when students have done their regular lessons work, it should be part of the regular, day-to-day curriculum. As noted in USC Rossier Online, "In order for your school and students to be fully invested in maker education, it has to be integrated into your curriculum, not squeezed in" (https://rossieronline.usc.edu/maker-education/sync-with-curriculum/).  Ayah Bdeir, who invented and runs littleBits, had this to say about integrating maker education into the curriculum: It's time for maker ed to move into the mainstream. Making should not be relegated to the times spent outside of class, e.g. lunch or after school. Nor should it only flourish in private schools, which don't have to teach to standards. We need to work to show how making is a rigorous process that leads to valuable new technologies, products and experiences. Specifically, we need to tie maker projects to standards-based curriculum and show clearly the kinds of knowledge, skills and practices students learn as part of making (https://www.edsurge.com/news/2015-09-24-building-connections-between-maker-ed-and-standards) Albemarle County Public School District is very intentional in their implementation of maker projects: Maker projects can be created to support just about any subject area, from science to history to language arts. Maker education can be a tool for teaching the curriculum that you already have, At a glance, maker projects may appear disconnected from the curriculum. What may look like an arts and crafts activity, or just a bunch of kids playing with Legos, is actually a way to teach about ancient Rome or how to write a persuasive essay. (https://www.edutopia.org/practice/maker-education-reaching-all-learners) "

"Over the past year, I have been gradually working to implement the Next Generation Science Standards (NGSS) into my classroom. Our new Wisconsin State Science Standards were designed with the NGSS in mind. They align very well, so please forgive me if my language focuses on the NGSS in this post. As I design lessons aligned the standards, I am considering to the skills students will be implementing that carry across multiple units. This relates to the Science and Engineering Practices contained in the standards. I am looking at the technology tools that can be used to leverage these practices. While there are 8 different practices and I hope to delve into each one and the technology tools that can help learners in each, this post will only focus on one practice. That practice is Developing and Using Models. As the name indicates, there a"

"Here, we are listing out some of the best and very useful arduino project ideas which are collected from different resources and are very interesting to implement them. Arduino is a single-board microcontroller. It is intended to make the application of interactive objects or environments more accessible. The hardware consists of an open-source hardware board designed around an 8-bit Atmel AVR microcontroller, or a 32-bit Atmel ARM. Here, we are listing out some of the best and very useful Arduino project ideas which are collected from different resources and are very interesting to implement them. Recommended read: Arduino Starter Kits."

"Computer programming, otherwise known as coding, is currently offered in a small fraction of US K-12 schools. There has been a push to change this recently, as evidenced by several White House initiatives, the heavily publicized Hour of Code program, and recent large scale adoptions of hands on STEM programs such as Project Lead the Way. Serious challenges remain. Many schools find themselves ill-equipped to set up coding for schools programs, citing reasons such as insufficient human capital, out-of-date equipment, and high speed internet issues. Setting up effective coding programs at schools can be challenging, and there as many issues to consider including curriculum selection, staffing, professional development, and funding. One fundamental issue dogs nearly every program implementation. Trained engineers with coding backgrounds are needed to provide the level of rigor needed to support high quality computer programming courses. It is hard enough to find skilled engineers to handle private sector demand, and even more challenging to find those with in teaching. In this guide, we provide teachers and administrators with guidance on how to set up effective K-12 computer programming courses, whether they be comprehensive STEM curriculum implementations, daytime classes or after school clubs."

The K-12 Computer Science Framework was developed for states, districts, schools, and organizations to inform the development of standards and curriculum, build capacity for teaching computer science, and implement computer science pathways. The framework Computer science is powering approaches to many of our world's toughest challenges. The K-12 Computer Science Framework informs standards and curriculum, professional development, and the implementation of computer science pathways. 2 K-12 Computer Science Framework Executive Summary promotes a vision in which all students critically engage in computer science issues; approach problems in innovative ways; and create computational artifacts with a practical, personal, or societal intent. The development of the framework was a community effort. Twenty-seven writers and twenty-five advisors developed the framework with feedback from hundreds of reviewers including teachers, researchers, higher education faculty, industry stakeholders, and informal educators. The group of writers and advisors represents states and districts from across the nation, as well as a variety of academic perspectives and experiences working with diverse student populations.

ADI is instrumental in evolving and implementing water conservation and management strategies in most of the States across India. ADI is committed to evolving and strengthening issues about water resource development and management and sustainable development of the area. ADI has pioneered several major initiatives to replenish water in communities. ADI is partnering in planning, facilitating implementation, and monitoring the impact of Sustainable Water Resource Development & Management projects in Maharashtra, Telangana, Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, Haryana, Punjab, and many other States. Here, Sustainable water resources development and management deal with the practices that help ascertain continued access to good quality water, without jeopardizing the future potential or availability. It entails a methodical approach to augmentation, conservation, and utilization of water resources for a particular portfolio of activities. ADI provides a holistic development framework with an integrated approach to the management of water resources.

"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

"The idea of combining great teachers with individualized learning platforms, leveraging technology is what blended learning is all about. In the newest installment of the DLN Smart Series videos, we hear from teachers, administrators and edtech specialists who have made the leap and fully believe that blended digital learning truly makes school better for all students."

Creative Web Tools For and By Kids is a project designed for students, ages 9 to 14, to use emerging technologies for engaging, thinking, learning, collaborating, creating, and innovating. The focus is on the use of free, open-source, or minimal cost tools, so the project can be replicated. An underlying goal is to demonstrate how advanced technological applications for enhancing learning can be implemented with only a computer and Internet access.

CORE Education is a not for profit educational research, development and implementation organisation in New Zealand. CORE aims to provide educators with the quality professional learning opportunity in an online context. Centre4 acts as the portal to this e-learning world and you are welcome to explore it in the areas that interest you. While many communities are open to the wider public, some areas have restricted access for project participants. Their purposes are indicated below.

Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task

"One of the biggest stumbling blocks on our road to successful iPad implementation was WiFi coverage and bandwidth. The Information Services department had to install new access points and optimize the access points we already had. We also found that we did not have enough bandwidth. Every time I launched a new App to the 200+ iPads on campus we exceeded our bandwidth and took every other Internet based function off line. Eventually though we did get our bandwidth more than doubled and that was very helpful."