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"Watching my two-year-old nephew Dashiel interact with his mother's iPad made me realize that he was born into an era unlike any in history. As he grows up his expectations about how information should be presented and processed, and how interfaces should respond, will be profoundly different from how we experience technology today. Mobile is now the channel of choice for everyone, but even those of us who use technology with great alacrity are still digital immigrants. Dashiel represents a new age: the Mobile Born - a generation of kids that have been raised while literally gnawing on the equivalent of a supercomputer - otherwise known as mom's smartphone."

Watching my two-year-old nephew Dashiel interact with his mother's iPad made me realize that he was born into an era unlike any in history. As he grows up his expectations about how information should be presented and processed, and how interfaces should respond, will be profoundly different from how we experience technology today.

Watching my two-year-old nephew Dashiel interact with his mother's iPad made me realize that he was born into an era unlike any in history. As he grows up his expectations about how information should be presented and processed, and how interfaces should respond, will be profoundly different from how we experience technology today.

"The following blog post is an excerpt from the book, "iPad in Education for Dummies" by Sam Gliksman."

"Your school has spent a lot of money on those iPads, and their skilful deployment in music lessons can be a real game-changer for both specialist and non-specialist classroom teachers. Unsure where to start? Transformance Music's Ben Sellers shares five simple ideas to incorporate GarageBand for iPad into your music lessons at KS1, 2 and 3."

"There is never a better time than "NOW" to start working on one's own professional development as a teacher. However, often unless by chance you find yourself in the perfect school with perfect colleagues - it is hard to get started and you'll find yourself in a rut teaching the same thing in the same way (or different things in the same way), over and over."

"Negative consequences, timeouts, and punishment just make bad behavior worse. But a new approach really works."

"I often wonder if what we see as teaching at professional learning events would be acceptable in a high school classroom. If the purpose of professional development (Pro-D) is professional learning, then what is our evidence that learning does, in fact, occur? Are we using effective teaching practices in Pro-D? Although Pro-D is evolving, the "Sit'n'Git" way of learning seems to still be alive and well in many conferences and workshops throughout Canada and the U.S. In the past five years, I cannot tell you how many times I've sat in a large conference room for a number of hours with hundreds of other dedicated educators and not been provided with the opportunity to even talk to the person beside me. People are spending hundreds and thousands of dollars to attend these events to listen to a series of lengthy lectures without the opportunity to network and wrestle with the presented ideas. I'm not opposed to a keynote address to start off the day with some inspiring, thought-provoking ideas; however, if there is no opportunity to take these ideas and move deeper, many of the thoughts that are initiated in the keynote get lost as I move on to the next session or listen to the next presenter. It's no secret that in order for deeper learning to occur, we must DO something with a new concept; we must apply new learning to take it from an idea to implementation. Our current typical model of Pro-D makes deeper learning a challenge and often only leaves participants with a few ideas that are unfortunately left on the shelf with the many glossy white binders from workshops of years past. At some point we need to stand up and say that a high volume of "Sit'n'Git" style of Pro-D is no longer acceptable and is an insult to those who have spent money, time, and effort to attend. While doing this, we also need to rethink the conference model and professional learning so that it better aligns with what we want to see in classrooms."

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