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"Journey Into the Arctic is a neat choose-your-own-adventure series of videos about the search for the Northwest Passage. The series of videos, produced by Canadian Heritage, puts viewers in the role of an explorer leaving England in the 19th century to search for the Northwest Passage. At the end of each segment in the series viewers have to make decisions about navigation and logistical concerns. Each decision will lead to another segment in which viewers can continue or turn back in the exploration."

"I came back from my morning run completely energized. I took my headphones out and continued to puzzle over Sugata Mitra's compelling segment on the TED Radio Hour of "Unstoppable Learning," which suggested that in many ways, teachers are getting in the way of learning. A tough pill for me - a teacher of seven years - to swallow. I scrawled some thoughts in my journal: "Students in pursuit of learning," "fostering curiosity," "CHOICE," "unstoppable learning," and grinned as I imagined what this transformation could look like in my classroom. A few weeks later, I told my students we'd be starting "Inspiration Time." I explained this time was designed for them to ask themselves what they are curious about and what they want to pursue."

The New York Times has a great segment in the Learning Network called, "What's Going on in this Picture?" Each week, a new image is posted as a discussion prompt, with accompanying questions. More information is revealed over the week, which leads to rich conversations

"STEMbite is a YouTube Channel developed by Andrew Vanden Heuvel, one of the original Google Glass Explorers. On this channel, you can find over 60 informative and entertaining brief clips sharing how math and science relate to our everyday life. Though the segments are brief in nature, you will find they are extremeley helpful. My favorite part about each of Andrew's videos is that he makes science and math seem easy and fun. Before you know it, the video is over and you're craving for another bite size video. "

"YouTube is definitely one of the video repositories we teachers and educators use to look for educational video resources to share with our students. But what if the video you find is 30 minutes long and the segment that you want to share from this video is only two minutes long.Would you share the whole video then forward play it to the part you want or is there another simpler way to do it?"

"We take for granted that we can interact with text, but up until recently it's been a challenge to interact (read/write/talk) with media.  I last looked at tools for annotating and interacting with video more than a year ago.  The field has changed a bit. Why interact with video? Being able to interact with video allows us to personalize video-based instruction, by leading learners to the segment of video we like them to watch, by adding voice-overs, notes, pop-ups, screenshots, maps, references, pauses.   It also allows learners to create video with even more depth and features and can the interaction can be used to support media literacy learning."

"Your father's school library and school librarian are rapidly disappearing. In this segment we talk about the many ways that the school library is changing teaching and learning."

Our guest literally wrote the playbook on starting and running a MakerSpace. In this segment he shares some inside tips. Follow: @dalepd @travislape @nmhs_lms @bamradionetwork

" Wondering about makerspaces and what it takes to set one up? If so, this is the segment for you. Tune in to learn the ABCs of what is required to get started. "

An ongoing project devoted to discovering all the words and everything about them

Wordnik, "you don't get just a definition when you look up a word. You get example sentences, related words, charts, images from Flickr, pronunciations, etymologies, tags, Twitter segments and more

"Amazon has launched a new segment of Kindle Direct Publishing (KDP), KDP EDU, targeted at educators and authors of textbooks and other educational content. Publicly available as a beta, Kindle Textbook Creator is designed to allow authors to use PDFs "easily prepare, publish and promote e-textbooks and other educational content for students to access on a broad range of devices," according to a news release. Once created, the resources can be uploaded to KDP for use by students anywhere in the world on Kindle Fire tablets, iOS and Android devices, Macs or PCs."

Great example of how a tool like a smartphone with video can be used to create really clear instructional segments to support of flip instruction. It doesn't have to be fancy... only clear and developmentally appropriate.

"In a perfect world, all of our students would come to school every day well rested, well fed, clean, healthy, happy, feeling good about themselves and ready to learn. But some of the time, and perhaps for a significant segment of our students, that is not the reality. So yes, schools need to be clear on their priorities and make tough choices in supporting students while making sure their basic and psychological needs are met before we can aspire to assist them with their self-fulfillment needs. It's a delicate dance schools must do in supporting students with their varying needs; a balancing act of sorts that comes with great consequence. What complicates this even further is the reality of the very dynamic, digital world our students are growing up in. With a shifting world, comes shifting needs. And along with shifting needs comes a shifting role that schools must take on in order to best prepare students moving forward. We must revisit the graphic above to explore and best support students with their changing needs in our DIGITAL WORLD. In some cases, students get these emerging needs related to our shifting world met at home, but for others, this is not the case for a variety of reasons."

"Summer fun. It is the absolute best. Whether you visit Six Flags, Kings Island, a Disney Park, Busch Gardens, or another amusement park, the looping lines of roller coasters offer the perfect lens for getting students to interact with STEM concepts. An old garden hose, duct tape, and a marble: the only materials that you need to build a roller coaster. Cut the hose in half, and then duct tape the two segments together down the back to create a nice groove where the two hoses meet for the marble to ride, on top. Then the materials are ready for students to explore the potential and kinetic energy of roller coasters."

"Helping children visualize math is critical to their success in the subject. I recently observed a 5th grade class starting a lesson on area and perimeter. I turned to a girl who was in my class four years earlier and reminded her that she knew the topic. "Yes I do!" she said excitedly. "The perimeter is where you sit along the outside of the rug in morning meeting, and area is the inside of the rug, where the squares are. That's from 1st grade," she said confidently, circling her fingers in the air to represent her thinking. Visual cues, like this one I use with my six- and seven-year-old students, stick and show that envisioning math helps children learn in lasting ways. We teachers can do more to give students internal ways to see the structure of mathematics-to understand types of units and what it means to move between them, and to pull apart and combine numbers. But math instruction is changing. At my school, in the early grades, we encourage children to use their fingers, something that feels so natural to them, to better understand numbers and the numbering system. We might talk about how a "high five" involves using a whole hand, which is really a unit made up of five fingers; while a thumbs-up involves just one segment of that five-part unit. We then go on to using things like beads on a string and, later, place-value disks, which are like poker chips, to help children see and work with numbers, units, and place value."