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"Every school day since 2009 we've asked students a question based on an article in the New York Times. Five years later, we've collected 500 of them that invite narrative and personal writing and pulled them all together in one place. Consider it a companion to the list of 200 argumentative writing prompts we posted earlier this year."

"Billy's history with littleBits started in 2015 when he heard about littleBits at an ISTE conference and won a free kit later that Summer at an education conference. That fall, Billy applied for a Donor's Choose grant and was able to start his small collection of littleBits which he used with his Gifted and Talented students. Billy slowly built his collection the following year with a donation from the Home and School Association. Students loved exploring and learning with the kits. Billy and I were thrilled to as being selected as one of 20 participants in the littleBits Lead Educator program that took place back in May and June of this past school year. As a result, we were one of the very first educators in the world to get the new littleBits Code Kit and had the opportunity to test the kit with their students and create resources and activities to use in the classroom."

"ou've probably heard the latest brain research focused on cementing learning that says that drawing something can help a person better remember it. This works regardless of the age of the student or the content he/she is trying to master. And, good news for folks like me who can't draw a straight line, the benefits of drawing are not dependent on the students' level of artistic talent, suggesting that this strategy may work for all students, not just ones who are able to draw well. So when we draw, we encode the memory in a very rich way, layering together the visual memory of the image, the kinesthetic memory of our hand drawing the image, and the semantic memory that is invoked when we engage in meaning-making. In combination, this greatly increases the likelihood that the concept being drawn will later be recalled. (Source: https://www.edutopia.org/article/science-drawing-and-memory)"

"Millions of people-perhaps you're one of them-have watched viral videos of a Scottish granny collapsing in laughter while she reads to a baby. Comfortable on a sofa with her grandson, Janice Clark keeps cracking up as she tries to read "The Wonky Donkey" and, in a second video recorded a few months later, "I Need a New Bum." Her raspy burr sounds great, and she's fun to watch, but the real genius of the scene is what's happening to the baby. Tucked beside her, he's totally enthralled by the book in her hands. In the second video especially, because he's older, you can see his eyes tracking the illustrations, widening in amazement each time that she turns the page. He's guileless, unaware of the camera. He has eyes only for the pictures in the book. What's happening to that baby is both obvious and a secret marvel. A grandmother is weeping with laughter as she reads a story, and her grandson is drinking it all in-that's obvious. The marvel is hidden inside the child's developing brain. There, the sound of her voice, the warmth of her nearness and, crucially, the sight of illustrations that stay still and allow him to gaze at will, all have the combined effect of engaging his deep cognitive networks. "

EduTech in Sydney has been a remarkable experience. A grand celebration of education and an energising gathering of educators ready to share stories and make connections. Despite the rainy weather some 8000 educators came together in the inspiring new International Convention Centre at Darling Harbour and left two days later with hers full of new ideas and wonderings of what might be the future of education. With many ideas still bubbling away here is a brief list of the key take-aways.

"Helping children visualize math is critical to their success in the subject. I recently observed a 5th grade class starting a lesson on area and perimeter. I turned to a girl who was in my class four years earlier and reminded her that she knew the topic. "Yes I do!" she said excitedly. "The perimeter is where you sit along the outside of the rug in morning meeting, and area is the inside of the rug, where the squares are. That's from 1st grade," she said confidently, circling her fingers in the air to represent her thinking. Visual cues, like this one I use with my six- and seven-year-old students, stick and show that envisioning math helps children learn in lasting ways. We teachers can do more to give students internal ways to see the structure of mathematics-to understand types of units and what it means to move between them, and to pull apart and combine numbers. But math instruction is changing. At my school, in the early grades, we encourage children to use their fingers, something that feels so natural to them, to better understand numbers and the numbering system. We might talk about how a "high five" involves using a whole hand, which is really a unit made up of five fingers; while a thumbs-up involves just one segment of that five-part unit. We then go on to using things like beads on a string and, later, place-value disks, which are like poker chips, to help children see and work with numbers, units, and place value."

"Few middle schoolers are as clued in to their mathematical strengths and weakness as Moheeb Kaied. Now a seventh grader at Brooklyn's Middle School 442, he can easily rattle off his computational profile. "Let's see," he said one morning this spring. "I can find the area and perimeter of a polygon. I can solve mathematical and real-world problems using a coordinate plane. I still need to get better at dividing multiple-digit numbers, which means I should probably practice that more." Moheeb is part of a new program that is challenging the way teachers and students think about academic accomplishments, and his school is one of hundreds that have done away with traditional letter grades inside their classrooms. At M.S. 442, students are encouraged to focus instead on mastering a set of grade-level skills, like writing a scientific hypothesis or identifying themes in a story, moving to the next set of skills when they have demonstrated that they are ready. In these schools, there is no such thing as a C or a D for a lazily written term paper. There is no failing. The only goal is to learn the material, sooner or later."

"With so many Raspberry Pi projects to choose from, it can be tricky to find the one you really want to build. Our advice is to find a way to marry the Pi with something you really love. One great example is TV and movie robots - iconic characters from popular sci-fi that can be rebuild at home with a Raspberry Pi built in. Once constructed, your robot might be able to utter commands when a condition is met (perhaps a sensor detects motion). Or it might move around, learning about its surroundings, or reading information to you from Wikipedia. Whatever you have in mind, it should be relatively straightforward to plan and execute. It may take some time, however. Here are five example projects that show how you can combine a Raspberry Pi 2 or later with your favorite fictional robot. 5 Things Only a Raspberry Pi 2 Can Do 5 Things Only a Raspberry Pi 2 Can Do The latest edition of the pint-sized computer is awesome. So awesome, in fact, that there's 5 things you can only do on a Raspberry Pi 2. READ MORE 1. R2-D2 We've all wanted our very own astromech droid, haven't we? Sure, no one on earth is (currently) operating a light speed drive, but Star Wars droid R2-D2 has far greater abilities than onboard spacecraft maintenance. For instance, he can hold torches, carry a tray of drinks, and launch lightsabers across pits in the desert. Okay, it's unlikely you'll manage to get your own R2-D2 robot to do that… but don't let that put you off. Check out this little guy, controlled by a Raspberry Pi. While this project was based on an existing R2-D2 toy, that shouldn't limit your ambition. You'll find plenty of R2-D2 builds on YouTube. There's a massive R2-D2 building community online. Finding one that has a drive unit should be ideal for integrating a Raspberry Pi (and perhaps an Arduino, which you can use the two together) and developing a more realistic R2-D2 experience. Arduino vs Raspberry Pi: Which Is The Mini Computer For You? Arduino vs Rasp

"Bookmarking tools are key to the effective management of digital resources. They allow you to capture  and save important information to read later. Most of these tools provide organizational features enabling users to organize their bookmarked content into boards and collections that can be shared with others. Other tools  even go a step further to provide collaborative features that allow a group of people to collectively bookmark and share online resources. Based on our long experience with reviewing educational web tools, we went ahead and curated for you what we believe are some of the best bookmarking tools for teachers. These are tools you can use to bookmark, annotate and share resources you come across online. We invite you to check out our updated below and share with us your feedback in our Facebook page. Links are provided under the visual."

"Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly 50 percent of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students' later encounters with algebra and geometry, and tainting the subject with apprehension-or outright loathing. Professor Mary Helen Immordino-Yang, associate professor of education, psychology, and neuroscience at the University of Southern California has explored how emotions are tied to learning. "Emotions are a piece of thinking," she told me; "we think of anything because our emotions push us that way." Even subjects widely considered to be outside the realm of emotion, like math, evoke powerful feelings among those studying it, which can then propel or thwart further learning."

"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

"I love educational technology. When technologies were first available online, I was an early adopter, and often got brutally criticized by administrators and colleagues in my K-6 settings for having students use the internet for research, use web tools, create webpages in wikis, and work virtually with schools in other states and countries (for example, see their work from 2008 at http://weewebwonders.pbworks.com/). Now, similar work is often seen as innovative by colleagues. Boy, have times thankfully changed, but I have not. I still am an early adopter of technologies in that I believe many can benefit students in their learning. As many in education know, commentary about ChatGPT is appearing on the news, social media, and the internet. As I always do, I am exploring its use in my classes (elementary-level gifted education). This post describes its use in education from the perspectives of ChatGPT, itself, and from a handful of educators. Later, I describe and show the work of my students. I conclude with tools for detecting machine-generated text, and provide a parting shot."

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"In 2006 there was a term that started to grow in the United States-- STEM education (Science, Technology, Engineering and Math). The basis of the STEM movement was the growing concern that our students were not prepared for the high-tech jobs of the future. Just a year later a well-know researcher, Georgette Yakman, announced the need to include the arts in STEM programs; thus STEM became STEAM. Georgette took the inclusion of the arts and expanded on how it relates to the other STEM subjects. Her well-know quote is "Science and technology, interpreted through engineering and the arts, all based in elements of mathematics." This is a rich beginning to our dive into the 21st century job market... but! We have lost sight of one very important aspect of our education and all jobs, be they high-tech, low-tech, or no-tech. What about the importance of reading? Without the ability to read and write, there is not a job to be found for which STEM or STEAM education is going to be enough preparation. ELA, or English Language Arts, is a critical component of the core standards. There are also standards that help reference reading and writing for science and the technical subjects. The notion seems to be that reading is still a critical element in any student's success. Why not give it its proper place... STEM to STEAM to STREAM, standing for Science, Technology, Reading, Engineering, Arts and Math. "

"I am one of those people who regularly figures out exactly what to say after the moment has passed. I will be deep in conversation with someone, sharing thoughts and bouncing around ideas. Yet, as the thoughts swirl, I'll have an unsettled feeling. Often it is not until some time later, when the ideas have marinated, that I realize what matters most to me and how to say it. I find that the flow of learning for many of my students matches my personal need for intellectual reflection. "