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""Nothing could be more absurd than an experiment in which computers are placed in a classroom where nothing else is changed." - Seymour Papert

When it comes to improving outcomes in the digital age, efficacy matters more than ever.  Billions of dollars are spent across the world on technology with the hopes that it will lead to better results.  Tom Murray and I shared this thought in Learning Transformed:
Educational technology is not a silver bullet. Yet year after year, districts purchase large quantities of devices, deploy them on a large scale, and are left hoping the technology will have an impact. Quite often, they're left wondering why there was no change in student engagement or achievement after large financial investments in devices. Today's devices are powerful tools. At the cost of only a few hundred dollars, it's almost possible to get more technological capacity than was required to put people on the moon. Nevertheless, the devices in tomorrow's schools will be even more robust. With that in mind, it's important to understand that the technology our students are currently using in their classrooms is the worst technology they will ever use moving forward. As the technology continues to evolve, the conversation must remain focused on learning and pedagogy-not on devices.
Unfortunately, technology is not a magic wand that will automatically empower learners to think critically, solve complex problems, or close achievement gaps.  These outcomes rely on taking a critical lens to pedagogical techniques to ensure that they evolve so that technology can begin to support and ultimately enhance instruction.  If the former (pedagogy) isn't solid, then all the technology in the world won't make a difference.  As William Horton states, "Unless you get the instructional design right, technology can only increase the speed and certainty of failure.""

Interview on children's media use.
News = hyperbolic & alarming.
Evidence = more balanced.

Don't Insult Your Class by Banning Laptops

"We're excited to be partnering with Google / YouTube to bring you PROJECT ROCKIT TV - creating conversations around the kind of stuff we don't often get to talk about at school. Through our twelve-part series, we answer questions from students, like:

How do I handle hate in online gaming? 

How can I better support friends when times are tough?

What should I do if someone is pressuring me to send private photos?

How can I make good stuff go viral?"

I am currently reading "Thank you for being late: An optimist's guide to thriving in the age of accelerations" and have found in this the answer to these questions. In essence we are confronting two types of change, one that we have always faced and one that is unique to our current times. 

The difficulty with creativity is it is not easy and perhaps thanks to our experience of schooling not a natural attribute of many adults. What creativity needs is a process and/or a structure that allows us to bring our intellect to the development of creative solutions.

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.

Play is a vital tool for learning. It should be vital part of every child's learning; the norm rather than the exception and we leave it behind as we become adults to our own peril. 

As thousands take to the streets as part of a global 'March for Science' it is worth considering the significant role that education has to play. What are the messages we need to send our students about science and what role have schools played in creating the current climate? Now seems like the time to pause and reflect on the place of science in our community and our schools.

The evidence is mounting and the narrative around education is shifting towards a story centred on long-life skills, creativity, collaboration, critical thinking and communication. Success in the future seems to be connected closely to one's capacity to innovate, to problem find and to make strategic decisions when confronted by unique situations for which we have not been specifically prepared. 

"Besides the multitude of resources we have covering reviews of hundreds of educational apps, from time to time we create lists featuring our favourite picks from the piles. Our purpose is to provide teachers with tested educational iPad apps that they can try out in their instruction. The last thing to ask an overburdened teacher is to spend hours in iTunes apps store searching  for apps to use with students. We do the curation job for you and it is your turn to integrate and make the best of these resources in your teaching. That being said, here is a handy visual we created a few months ago featuring some of the best educational iPad apps to consider in your teaching. We know our selection is subjective and many other wonderful apps are missing but for practical reasons we only included a limited number of 20 apps. More educational apps are to be featured in future collections"

Learning is a social endeavour. Schools need to understand that for our students the social landscape has changed. Rather than turning away from this reality we need to understand what it means and what our children need to know and learn to safely maximise the opportunities it brings.

"For those of you interested in learning and exploring an aboriginal language, the collection below has you covered. Curated from iTunes 'Explore an Aboriginal language' collection in App Store, this selection features 16 great iPad apps to introduce you to a wide variety of aboriginal languages spoken by First Nations in countries like Canada, Australia, USA and New Zealeand. More specifically, the languages covered are: Innu, Nakota, Ojibway, Denesuline, Atikamekw, Maskwacis and Manitoba Cree, Tlicho Dene, Mi'kmaw, Michif, and Saulteaux. "

What purposes does education serve? What needs of humanity does education serve? What might the product of our labours be like and how might our efforts contribute to the greater good? These are questions we have long struggled with but with but it seems that in the current times we might need to rethink how we answer these questions.

Making the most of Maker Spaces and STEAM will require professional development and a new mindset for all learners. 

The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.