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"One of the most powerful moments in my teaching journey was the summer I immersed myself in feedback and checking for understanding. It forced me to ask myself what and if my students were actually learning."

"Weather apps are a major portion of the apps offered by iPhone. There is always as a necessity to know the humidity, temperature, wind speeds, etc before starting on a journey. Here is a list of free apps that have become popular. You can also use this apps on your iPad and iPod Touch."

"Our blog has been a little quiet for a while (okay.. a LONG while..), which I attribute to an abundance of activity, not a lack thereof! A wonderful visit this year by teachers from Iowa, Wisconsin, and Champaign, Illinois reminded us of the importance of documenting and sharing our iPad journey, so the Burley team is making a resolution to post more frequently in 2014. Now in year four of iPad implementation, our approach to apps has evolved considerably. We started where many teachers start: by combing through the app store, looking for apps for just about everything. And we still get excited when we discover a cool new app -- who doesn't? But as time has passed, we find ourselves settling in to workflows and tools that can be used again and again across the curriculum. We've realized that a powerful, effective technology program can be implemented with just a few simple, well-chosen workflows."

"The Interactive Ear is a neat website through which students can learn about how the human ear works. The site has three sections; the outer ear, middle ear, and inner ear. In each section students can click on little pinmarks on the drawings to learn about the parts of the ear and their functions. Students can also click the "journey" button to see how sound travels through the ear."

"In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore Consumption. During the second, we examined Curation and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices."

"The paperless classroom is a great ideal to work towards, but the journey to get there may still involve some printing. So, just how do you print from an iPad? Well, there are several ways, and it may depend on your individual circumstances, but the information below outlines the most common solutions. "

"This is a video project that I created for my Mobile Technologies class (ETEC 565M) in the UBC Master of Educational Technology program. My personal journey with this social media has opened up and transformed my educational world. Because of Twitter, I have enjoyed several professional experiences over the past six months like connecting with colleagues at edcamps, traveling to California to attend conference and collaborate with other educators, and establishing online communities and conversations through hashtags like #bcedchat. I am passionate about the use of this tool, among many, to help educators connect and transform their own professional learning experience. Check out my video below to find out more!"

"Quite a lot, it appears! Here are my top ten favourite "Einstein on KM" quotes, which I have roughly curated into a journey from information to knowledge, through to learning and simplicity, experimentation, failure, curiosity and imagination…"

"Teachers are always afraid that their students will know more than them about the technology. In my opinion, students are more aptly called digital tourists than digital natives. They are exploring this unknown territory at the same time as we are. The only difference is that most students are usually not afraid to push every button. As adults we like directions and are often afraid to traverse unknown territory without a map. My advice? Let go and have fun - let the journey through technology integration be more about learning and less about control."

"Don't have the budget for a field trip to The White House or Mount Everest? Take a virtual field trip with one of these websites from parent and teacher JC. Tour the Smithsonian National Museum of Natural History. Journey through The Grapes of Wrath using Google Earth. Keep a travel journal as you visit city after city and read about their cultures and histories."

"National Geographic has tons of fantastic apps and The Underground Railroad: Journey to Freedom is a great choice for upper elementary and middle school students. This interactive app introduces children to the Underground Railroad by placing them in first person experiences. They'll have to make decisions on how to proceed from on step to the next while they learn about this period in history."

"My journey into exploring the power of making continues for a 3rd year with two added goals. First,I plan to expand the depth of learning that goes with "making" by creating Maker Connection Logs where students write, take photos, and record short videos to show their thinking while making connections between curriculum areas and their creations. The goal of the "Maker Logs" is for students to be able to give me insight into their creative process, thinking and provide a way for reflecting with the hopes of improving the future process of "making." IMG_3496.JPG My second goal, which I recently accomplished, is to create an "Un-Maker Space." Simply put, a space where kids can take things apart. So many of the creative geniuses I met at the Bay Area Maker Faire two years ago spoke of taking things apart when they were kids. Watching my 3 year old son recently take apart his toy vacuum really solidified this idea for me. We all have this inner drive to create an understanding of the world around us. This is founded in the desire to answer all the "why" and "how" questions in our thoughts. Why did that little wheel spin when I pushed the play button on that cassette player? How did the electricity get from the cord into the monitor and then create a picture? How can I take this apart? So my students will have a space to dissect all the discarded and unwanted items and to ask those questions. In this un-maker space they'll have the chance to explore the possible answers."

"That computer mouse that fits so nicely in your hand, the way your iPhone reacts to your creative way of spelling, the "so simple why didn't I think of that?" processes you encounter every day -- these are the result of design thinking, a sequential process embraced by innovative companies and entrepreneurs. Design thinking, or human-centered design, is an empowering way to solve problems and design products and solutions by starting with discovery, moving on to ideation and rapid prototyping, then testing, and finally execution. How can this high-level, innovative style of problem solving work in a classroom or after-school program? Quite well, actually. The West Michigan Center for Arts + Technology (WMCAT) engages urban high school students in a best-practice after-school program that is grounded in design thinking. I'll share our journey so that you can find ways to enhance your own learning environment through design thinking. "

"Embark on a journey that takes you all over the world. From the most desolate roads in Australia to the busy, bustling streets of New York City."

"When you look at the very best work happening in iPad classrooms, you'll see students creating media, showcasing their understanding, collaborating with peers, and communicating with broad audiences. The pockets of excellence are ever-present and inspiring. On the whole, however, tablets are most often used to reproduce existing practices-to distribute resources and enable students to take notes. Past generations of school leaders might have been forgiven for permitting these patterns of technology adoption, but today we have the benefit of history to look back on. We know that without a change in our technology integration strategies, there's no reason to expect that a new device will magically create new teaching practices in schools. To make the most of the investment in tablet computers, school leaders need to do three things. First, they need to work with their communities to articulate a clear vision for how new technology will improve instruction. Second, they need to help educators imagine how new technologies can support those visions. Finally, they need to support teachers and students on a developmental journey that will take them from using tablets for consumption to using them for curation, creation, and connection."

"When I attend yoga classes, the instructor guides participants through a series of poses. An outsider unfamiliar with yoga might think the class was instructor-directed, with everyone moving through poses as they are called out. The truth is that people add or subtract movements based on their comfort, drive, and current capabilities. (My favorite is Child's Pose to catch my breath before rejoining the flow of movements.) This culture where participants shape the class along with the instructor is something I've found in every yoga class that I've attended. Education culture can be just as powerful when students, like yoga class participants, are encouraged to help shape what and how learning takes place every day. It requires teachers to view what students can do alongside us. I already explored this in Student-Centered Learning: It Starts With the Teacher. There are many tools for establishing a culture of student voice. Here are some that are easy to implement as you launch your students' journey."

"Minds of Modern Mathematics is an excellent iPad app that takes users in a journey into the world of Math. This is basically an interactive timeline that tells the story of how Math and mathematicians have shaped the world we are living in now. The story spans a very long period of time almost 1000 years ago."

""Ms. Clark, when are we going to do that again?" Nothing makes me happier as an educator than hearing those words - and lately I have been hearing them a lot! It is not the question as much as the look on the faces of my students that I enjoy the most. It's the inspiring glow of engagement and enthusiasm and the fire in their eyes that makes me want to keep trying new projects. Their relentless desire to do collaborative-based work is proof that they enjoy the journey, the connections and the role of play in their learning. One of the thrills about being an educator in 2013 is this ability to redefine the typical classroom landscape in this way. This year we did it campus wide with some pretty amazing projects that helped everyone see the value in collaborating, and the immense power of thinking outside the box - in this case, I literally mean the constrictive box of the traditional classroo"