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"Getting your iOS device to read out text to you is an easy affair - it can be done using nothing more than native features. Third-party options exist but are rare, partly due to Apple's restrictive approach to what kind of access third-party developers can have."

"My children are in a French Immersion school, which means eighty-some-percent of the day they are taught in French. My own French is not exactly stellar. I mean I have the basic "I learned this in grade school because I am Canadian" level of French, which my kids, who are in 1st and 4th grade, are already surpassing. Yesterday I was doing the dishes with my seven year old, Gigi, and she was excitedly telling me about watching Paw Patrol at school en francais. We were drying dishes, and she was dancing and jumping up and down with excitement as she told me about La Pat' Patrouille. She also told me they watched Sid the Science Kid for science class today, and yes, of course, it was in French."

Love this video

"In my last EdSurge article, "Computer Science Goes Beyond Coding," I wrote about the difference between coding and computer science, to help us understand what we mean by phrases like "Teach kids to code" and "Computer science for all." In that article and in many other articles, there is another term that appears often: "Computational thinking." Well, what is Computational Thinking (CT), and how does it differ from Coding and Computer Science-especially when it comes to classroom practice and instruction?"

"AS A PHYSICS professor, I have two jobs. The first, obviously, is to help students understand physics. That makes me something of a coach. But I want to talk about my second job: evaluating what students understand about physics. You might call this grading them. Evaluating a student's understanding of a topic is like taking a measurement. However, it requires measuring something that is difficult to see. It's not like I can stick a ruler into a student's brain to determine the size of their physics stuff. Now, most teachers use indirect means, usually a multiple-choice test or an exam in which students work through a problem. These are poor measures of student understanding. Someone could simply guess, or flub the answer through a silly mistake. So how can I accurately assess a student's understanding of physics? Until someone invents a way of reading a student's mind, I must do something else. I use a combination of written tests and video assessments."

"https://youtu.be/Iat3cSbt3to"