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"Unfortunately, the way computer science is currently taught in high school tends to throw students into the programming deep end, reinforcing the notion that code is just for coders, not artists or doctors or librarians. But there is good news: Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking-and sticking with-computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution."

"As I continue my semester both as EAP teacher and MA student, I'm confronted with issues related to where learning occurs and how it is most facilitated. As a reflective practitioner, I notice the former evidenced differently among my students and have been trying to connect this to my own graduate experiences to come to some theories about the latter. Though my conclusions are not absolute, I keep questioning whether concrete learning outcomes provide the teacher/student with anything beyond disappointment and whether the teacher really teaches anything. "

"The guy who helped create the "Hour of Code," an event that even got President Barack Obama pecking out a line of JavaScript, almost sounded apologetic. "Not everyone should 'code,'" acknowledges Hadi Partovi, CEO and founder of Code.org, in a chat with EdSurge. But everyone should learn to think like a computer scientist, he adds. "We're about helping schools teach computer science," Partovi says, namely, to frame questions or information the way that computer scientists do."

"When teaching with digital natives in a digital world, one question facing many educators revolves around integrating technology to help facilitate learning: How do you work technology into the pedagogy, instead of just using something cool? That task can be especially daunting in language arts literacy classrooms where reading and writing skill development is the crux of daily lessons. However, as 1:1 technology initiatives roll out, integrating technology into the classroom is our reality. With hundreds of sites, apps, Chrome extensions, and platforms available, choosing the right ones can seem overwhelming. As an eighth-grade language arts teacher, I've experienced this myself. Following are four tools that can help provide immediate formative assessment data as well as top-of-the-rotation feedback to help students develop personal learning goals."

"According to Marc-André Lalande,  "a Personal Learning Network is a way of describing the group of people that you connect with to learn their ideas, their questions, their reflections, and their references. Your PLN is not limited to online interactions, but it is that online, global interactive part that really makes it special. It is personal because you choose who's part of that group; you choose if you want to lurk-just check out what people are saying-or if you share; because you choose when to do so, and how to do so." As for this graphic? You can thank Sylvia Duckworth, who always does a great job sharing simple sketch notes to help teachers. (She also took our 12 Rules of Great Teaching and created a predictably wonderful graphic to supplement the text, among others.) We've taken her graphic and provided starting points for each 'reason' a teacher need a PLN."

What should our goal for student thinking be? How do we scaffold student thinking in ways that are meaningful while developing autonomy and encouraging students to think effectively when we are not there? What would success with thinking strategies look like? These were the challenging questions that Mark Church presented to teachers at the most recent 'Cultures of Thinking Teach Meet' hosted by Masada College.

"I've included links to some of the resources I've created for incorporating coding into the classroom. The resources in the last column show how a teacher might approach teaching a problem. Please contact me if you have any questions. Lisa Floyd (lisafloyd834@gmail.com, @lisaannefloyd on Twitter)"

"You have probably heard people say they are just bad at math, or perhaps you yourself feel like you are not "a math person." Not so, says Stanford mathematics education professor Jo Boaler, who shares the brain research showing that with the right teaching and messages, we can all be good at math. Not only that, our brains operate differently when we believe in ourselves. Boaler gives hope to the the mathematically fearful or challenged, shows a pathway to success, and brings into question the very basics of how our teachers approach what should be a rewarding experience for all children and adults."

"The micro-computer revolution of the 80's radically improved how teachers and schools carry on the business of learning. We now have iPads in classrooms that will not only improve it, but it has the potential to change the business of learning in schools. The question is, "Are teachers ready to adjust their teaching for this new learning revolution?""

" Because of pressure to teach bell-to-bell -- the pedagogical equivalent of force-feeding geese to make foie gras -- many classrooms now start with bell work, short exercises that students complete while the instructor attends to attendance and other administrative chores. Journal prompts and concept questions can focus students on nutritious academic content and initiate a positive tempo for the next 90 minutes of class. With the help of graduate student David Fictum, I collected several creative, practical and entertaining exercises that can function as bell ringers or sponge activities. Here they are: "

"For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended inquiry-based models can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can't move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills - in ways that are meaningful to them."

"For some reason, educational games are getting an increasingly bad rap. Educators are questioning their merits on social media. Studies are popping up saying they don't help. Psychologists are cautioning parents about impact on attention span. Part of this could be over-inflated expectations. If we expect a game to teach children anything other than what that games simulates, we're setting ourselves up for disappointment."

"PBL or Project Based Learning is a method of teaching that has been around for a long time that is getting more and more attention due to all the tools technology leads itself to. Basically, PBL allows for teachers to "ask" a question that allows students to solve in a variety of a ways using many different analytical methods. Since, Project Based Learning incorporates a lot of different techniques and tools to use I've decided to create a list of resources rather then just one of sites or apps."

"Computer coding is promoted as a must-learn skill for 21st Century students. Dan Donahoo questions what's driving this view. Learning to code has become something of an edtech focus over the last 12 months. Venture capitalists are seeding places like Code Academy, Code.org and any number of mobile, apps and computer games to teach us and our students the language of computation. But, do all students need to learn to code?"

"I have a confession to make: I'm addicted to online quizzing games regardless of the topic or content. I get enthralled trying to outwit my Facebook friends and move up the leaderboards, spending more hours than I'll admit here trying to do so. I'm not the only one either. Millions of people share this same addiction, which got me to wondering: is there a way that teachers could tap into the quizzing craze, ideally using questions related to course content, to teach material and greater life lessons all at once?"

"For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended inquiry-based models can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can't move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills - in ways that are meaningful to them."

""Our teachers hopefully have hours and hours of support and training for integrating [technology] into the classroom, but what help are parents getting?" This is an important question posed in Educating Parents in the Siri Generation, a blog post by Carl Hooker that explores how "analog parents" can rise to meet the challenges of their "digital kids." It's this exact problem-the difference the learning environments that most parents experienced versus the ones in which their children are learning in-that formed the basis of our Smart Parents series and culminating book project (launching in August 2015). If you've been around the edu-innovation space for awhile, you've probably come across Carl Hooker-or @MrHooker as many of us know him. With a title like Director of Innovation and Digital Learning (Eanes ISD, Texas), he knows a thing or two about the next generation of teaching and learning. Here are some pearls of wisdom from his perspective as a parent and an administrator in a one-to-one mobile device district."

"Old people are out of touch with technology. That's the stereotype, anyway. With adages like "You can't teach an old dog new tricks" and "He can't change, he's already set in his ways", many of us assume that certain pursuits are for young people only - and programming is no exception. It's easy to see why this mentality is so pervasive. As a relative youngster myself, the programming world evolves so quickly that even I find it difficult to keep up. Most of what I learned in school was obsolete by graduation. So if youngsters like me have trouble, is there any hope for the older generation? Yes! If you - or someone you know - have ever wondered if you're "too old" to start learning how to program, the simple answer is that anyone can pick it up as long as they have determination, persistence, and an open mind. The real question is, should you give it a shot? I think you should, and here's why."