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"Yes, as a parent or teacher you might feel you are in a constant fight and you may win some and loose some battles but if we are careful, I believe we will win the war. With some thought and a positively mindset, this screen time might create a generation of thinking, creative and collaborative people. By setting up structures to help the children self-manage their screen time, I am hoping that I can already see the benefits of what these apps have to offer transferred to 'real-life' with two girls who are happy to help, keen to solve problems and create projects of their own design. Make sure you make some time to showcase the results of their more productive device use and it will encourage more."

"There is no secret recipe to enhance one's productivity. It all boils down to how much dedication and will power you have and are willing to invest in your work. But sometimes people do have the will power to be productive and achieve more  but they just can't put it down  to action. The distractions in their lives are too many to let them work as they want. This is where tips such as the ones cited in this visual come  in handy. They provide some useful hacks to set you in a productive mindset. I went through them and selected the ones I liked the most."

"The following materials are being used to present to educators the idea that implementing maker education requires a different mindset, and often different roles and skills of the educator."

"If there is one thing I truly understand about educators it is that they are slow to change. It might be from decades of people jumping in with the "latest and greatest" answer to a better way to do things in education, or some legislative mandate to fix it all through legislation, only to find it to fizzle out and fall way short when actually implemented. If teachers learned one thing from these experiences it is that, if you wait and ride it out long enough, all of these initiatives will all go away. The problem however is that many educators want to apply this sit and wait posture to anything that requires them leaving their zones of comfort. The mindset of a 20th Century educator is very comfortable for most educators since they were trained for the most part by 20th century educators. A majority of educators are very comfortable with the methodology and pedagogy of that time. Structure and student compliance matched to a focus on lecture and direct instruction are the common experiences of most educator"

"What is perspective? What does it have to do with teaching, leadership, and learning? The Oxford English Dictionary defines perspective as: "A particular attitude toward or way of regarding something; a point of view." Blending this definition into our instruction, classroom cultures, and relationships, perspective drives all we are and do in our classrooms. Perspectives are bundles of beliefs, a mindset that we each embrace determining how we see one another, our experiences, and possibilities or lack thereof. As teachers, our perspectives directly impact student emotions and their learning, because emotions are contagious."

"Digital learning tools are seen by many people as those tools that are in some way different to other learning tools and need to be treated and discussed as such. "Let's go to the digital learning zone" or "Now it's time for class to use their iPads" are common announcements in many schools. Maybe we should stop saying digital, 21st Century and modern. I wonder if this mindset might be damaging to learning."

"A makerspace is a collaborative work space inside a school, library or separate public/private facility for making, learning, exploring and sharing that uses high tech to no tech tools.  These spaces are open to kids, adults, and entrepreneurs and have a variety of maker equipment including 3D printers, laser cutters, cnc machines, soldering irons and even sewing machines.  A makerspace however doesn't need to include all of these machines or even any of them to be considered a makerspace.  If you have cardboard, legos and art supplies you're in business.  It's more of the maker mindset of creating something out of nothing and exploring your own interests that's at the core of a makerspace.  These spaces are also helping to prepare those who need the critical 21st century skills in the fields of science, technology, engineering and math (STEM).  They provide hands on learning, help with critical thinking skills and even boost self-confidence.  Some of the skills that are learned in a makerspace pertain to electronics, 3d printing, 3D modeling, coding, robotics and even woodworking,   Makerspaces are also fostering entrepreneurship and are being utilized as incubators and accelerators for business startups.  There have already been some amazing success stories that have come out of makerspaces to date. "

"Kathy Perez has decades of experience as a classroom educator, with training in special education and teaching English language learners. She also has a dynamic style. Sitting through her workshop presentation with like being a student in her classroom. She presents on how to make the classroom engaging and motivating to all students, even the most reluctant learners, while modeling for her audience exactly how she would do it. The experience is a bit jarring because it's so different from the lectures that dominate big education conferences, but it's also refreshing and way more fun. Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun. "If we don't have their attention, what's the point?" Perez asked an audience at a Learning and the Brain conference on mindsets. She's a big proponent of brain breaks and getting kids moving around frequently during the day. She reminded educators that most kids' attention spans are about as long in minutes as their age. So a third-grader can concentrate for about eight minutes before losing interest. It's a teacher's job to make sure there are lots of quick, effective brain breaks built into the lesson to give children a moment to recalibrate. Perez says teachers must be prepared for a diverse cross section of learners with a large toolkit of strategies for teaching in multiple modalities, with many entry points to participation and content."

"The theme that I chose to highlight with my infographic is the value of adding #MakerEd to your teacher toolbox. I wanted to recognize that many teachers already have numerous approaches and "tools" in their toolboxes that help them reach their students and make learning meaningful. I do not see the Maker Movement as something that can "rescue" education or solve all of its problems but I do believe that making is a powerful way for students to learn (Martinez & Stager, 2013, p. 3). Therefore, it is important for educators to consider adding making to their toolboxes because it can help give students access to many of the experiences that help them to experience deeper learning. Likewise, #MakerEd can assist students in developing skills and mindsets that will serve them not only in the classroom, but in their futures as they start their own careers or even design completely new jobs (A. 2014)."

"I want people to realize that the concept of coding happens all the time in many classrooms. Kids tinker, make, solve problems, collaborate and challenge each other all the time. I'd argue that most teachers already do most of this list, without the awareness. The Hour of Code movement is great because it raises awareness but does little from the aforementioned list. HOC is a superb entry point but not a destination. Coding isn't the only way to demonstrate these skills - and technology isn't even required. I've been pushing coding for close to a decade now and am pleased to see it finally get some traction (and there were many before me). Now it is time for a next step. As such, I am proposing a new hashtag #CTMindset (Computational Thinking Mindset) to remind us how people think, computers think and technology works. If we can combine the three, maybe there is some hope."

"Students will not like reflection at first; they will see it as additional work that doesn't feel like it's helping. Like most new things, students won't appreciate it until they see the growth later on. Be prepared for various complaints. Why do I need to do this? Because reflection is the most important part of learning. Remind students that seeing how they reflect helps you provide useful feedback that will help them grow as learners. You'll need to exhibit the same patience you used when you convinced them to shift their mindset."

"Recently I read an article discussing how libraries are converting to makerspaces. I found this wording dangerous because I love libraries and my library is not just a makerspace. My library is still a library. Yes, we are a learning commons, yes we have a makerspace, but at our core, we are still a library. Our makerspace is an extension of our library and really a "makerspace" is more of a mindset and philosophy we have towards learning. The makerspace is just one slice of our library pie. We house our maker materials in the library because it is the one place students have access to at any point in the school day."

"What is Design Challenge Learning? It's a combination of project-based learning, design thinking and the engineering design process that develops the innovator's mindset through iteration. It's a method of learning for which The Tech is best known.  The lessons on this page, developed over the years by educators at The Tech, will help teachers lead their students through science and engineering challenges. They also make fun and effective team-building activities for groups of teachers."

"So many adults, including teachers, joke about not being able to do simple math or not being a "science person" that many students enter STEM classrooms with negative views. This creates a fixed mindset as students believe they need certain natural abilities to be successful in math and science. As educators, we need to create opportunities for students to overcome these deeply planted negative views. Using images or ideas from popular culture gives students an entry point to explore science-they're already experts, and they can use the confidence they have in that area to become more open to learning and experiencing how math and science are rooted in creativity and imagination."

Our learners will never now a world where Digital Technologies are not the norm. Using solutions developed within this space and with this mindset is already their normal. Unless they are to be slaves to this technology we must also empower them to be creators of digital solutions. To do this we must begin with recognising the challenges that a curriculum built around mastery of Digital Technologies brings to our teachers and seek to understand the supports they require.