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""Nothing could be more absurd than an experiment in which computers are placed in a classroom where nothing else is changed." - Seymour Papert When it comes to improving outcomes in the digital age, efficacy matters more than ever.  Billions of dollars are spent across the world on technology with the hopes that it will lead to better results.  Tom Murray and I shared this thought in Learning Transformed: Educational technology is not a silver bullet. Yet year after year, districts purchase large quantities of devices, deploy them on a large scale, and are left hoping the technology will have an impact. Quite often, they're left wondering why there was no change in student engagement or achievement after large financial investments in devices. Today's devices are powerful tools. At the cost of only a few hundred dollars, it's almost possible to get more technological capacity than was required to put people on the moon. Nevertheless, the devices in tomorrow's schools will be even more robust. With that in mind, it's important to understand that the technology our students are currently using in their classrooms is the worst technology they will ever use moving forward. As the technology continues to evolve, the conversation must remain focused on learning and pedagogy-not on devices. Unfortunately, technology is not a magic wand that will automatically empower learners to think critically, solve complex problems, or close achievement gaps.  These outcomes rely on taking a critical lens to pedagogical techniques to ensure that they evolve so that technology can begin to support and ultimately enhance instruction.  If the former (pedagogy) isn't solid, then all the technology in the world won't make a difference.  As William Horton states, "Unless you get the instructional design right, technology can only increase the speed and certainty of failure.""

"Ask a student what the capital of Burkina Faso is and most will give you a blank stare. Most would be lucky to even tell you the continent the country is a part of. With these 8 must-have apps for geography, not only will students learn the capital of Burkina Faso (it's Ouagadougou by the way), but they will learn a lot of geographical facts, as well as information that will help them navigate and better understand the world."

What will tomorrow bring? What will life be like in 2028 as our youngest students of today exit school? What occupations will they enter and what challenges will they face? These are not new questions but with the rate of change in society and the pace at which technology evolves they are questions without clear answers. How then do schools prepare students for this uncertain tomorrow? What shall we teach our children today such that are well prepared for the challenges and opportunities of their tomorrow?

"Being a Technology Integration Specialist, will require me to manage many different projects at one time. Teachers will have ideas and concepts of integrating technology, and it will be my job to provide resources and teaching of how to implement that tech tool. To do this, I will use a "Technology Integration Help Form" in two ways. "

"This past week I spent three days in iPad training, as every student in 6th, 7th, and 8th grader, in the district I work in, will be carrying their own iPad. All instruction will be geared toward this initiative. Huge changes are coming our way and I have to wonder if we, as teachers, are ready for how instruction will be delivered and assignments will be collected."

" Apple has long touted its device's assistive technology as a powerful tool for the educational development of physically and mentally disabled children. The iPad's touch screen makes it easier to manipulate than more traditional educational tools. For children with autism, "the iPad is not a toy, but a tool that works best when there is a 'team effort' between parents and therapists encouraging its proper use," said Marc Reisner, co-founder of Reach for the APPs. "Our goal is to provide schools with iPads so they can reach every child on the autistic spectrum." Reach for the APPs built their site with an initial donation from Managed Digital. Now, they're seeking out donations of money and/or iPads from both individuals and corporations to propel the program forward. According to reports from the Center for Disease Control and Prevention, 1-in-88 children have some form of autism, up 78 percent from just a decade ago. The demand for augmentative communications devices is growing. But the schools can't meet the demand, so the children are losing valuable time during critical developmental years. Lois Brady, a speech language pathologist and assistive technology specialist, said apps can help develop fine-motor skills, which will in turn make functions like writing and manipulating small objects easier for the students. "I have spent years working with the most challenging students that are considered profoundly disabled," she said. "And I have seen some small miracles when I introduce the iPad into our therapy, as the children have made huge gains in attention, focus, communication, language and literacy skills." Some experts also say that the iPad can lessen symptoms of autistic disorders, helping children deal with life's sensory overload. Brady will be contributing content to the Reach for the APPs website to inform therapists about the latest-and-greatest apps for children all over the autistim spectrum. Apps must be tailor

"The digital natives of today are the ones who will be pressured to take all of the present technological wildness and make it make sense for the next generation. They are the starting pitchers in the game. If we can set them up for success, that will bring us one step closer to those super-digital natives who will flip this world upside-down with what they will have to offer. The rise of the super-digital native starts with how we empower the digital natives of today."

"Hi everyone, I have been looking at the future of play for about 5 years and have spoken about the topic at MIT and written about it in Fast Co. Design, Parents Magazine and The Atlantic. Recently, I summed up the research into a poster for parents and teachers to help them frame the value of play in education (see below attachment). I think this excerpt from my Atlantic article said it best, "Someday, rather than measuring memorization as an indicator of progress, we will measure our children's ability to manipulate (deconstruct and hack), morph (think flexibly and be tolerant of change), and move (think "with their hands" and play productively). Standardized aptitude tests will be replaced by our abilities to see (observe and imagine), sense (have empathy and intrinsic motivation), and stretch (think abstractly and systemically). We will advance our abilities to collaborate and create." The future favors the flexible. And that's another reason this poster has + signs at the top of each category - because the superpowers of play we will need for a constantly evolving world is always changing and it encourages everyone to add their own powers of play. I look forward to your thoughts and comments. Laura http://www.lauraseargeantrichardson.com LinkedIn: laurasgt "

"Will Smith once told a story from his childhood in which his father broke down the brick wall at his business and told him and his brother to rebuild it. It took them a year, but they finished the job and learned a powerful lesson contained within a memorable metaphor. He explains, "You don't set out to build a wall. You don't say 'I'm going to build the biggest, baddest, greatest wall that's ever been built.' You don't start there. You say, 'I'm going to lay this brick as perfect as a brick can be laid. You do that every single day and soon you have a wall." This story from Will Smith captures the very essence of the Slight Edge philosophy that we will discuss in this article. Applying this idea within the classroom will help students develop a strong long term sense of accomplishment that is necessary to achieve their goals."

"My objective with this wide-ranging set of skills, and involving the community so closely in their development, is to give kids the chance to practice whatever makes them passionate now and feel encouraged -- even if they're obsessed with making stuff exclusively with duct tape. It's crucial that kids learn how to be passionate for the rest of their lives. To start, they must first learn what it feels like to be simultaneously challenged and confident. It's my instinct that we should not try to introduce these experiences through skills we value as much as look for opportunities to develop them, as well as creativity and literacy, in the skills they already love. MAGICIANS CRAFT ILLUSIONS THAT BAFFLE THE SENSES AND CONFUSE OUR REASONING. THEY PLAN LIKE SCIENTISTS, BUT PERFORM AS ARTISTS. ONLY THROUGH LONG AND DISCIPLINED PREPARATION DO THEY SUCCEED. It's difficult to predict which skills will be valuable in the future, and even more challenging to see the connection between our children's interests and these skills. Nothing illustrates this better than Minecraft, a popular game that might be best described as virtual LEGOs. Calling it a game belies the transformation it has sparked: An entire generation is learning how to create 3D models using a computer. Now, I wonder, what sort of businesses, communication, entertainment or art will be possible? Cathy Davidson, a scholar of learning technology, concluded that 65% of children entering grade school this year will end up working in careers that haven't even been invented yet. I bet today's kids will eventually explore outcomes and create jobs only made possible by the influence of Minecraft in their lives. Why take any chances and build your dream house with blueprints alone? The Minecraft kid could easily make a realistic 3D model of one for you to walk through before you build. That's why DIY treats Minecraft as a tool, not a game, and encourages our members to use it to pursue art, architect

"I cringe when people ask me, "Are you handy?" Partly because I don't consider myself to be the best with tools, but also because it is asking me to judge whether or not I'm capable of fixing, making, or crafting something. Here's the thing, I didn't know how to put new shower tiles in and patch up my existing dry wall with cement board when we had a leak last year…but I had a friend help get me started, I watched a few DIY Youtube videos, looked at some articles online, and now I know how to do that (although not too well). The same thing happens in high schools all the time. The "handy" kids go to shop class, the "artsy" kids go to art class, the "business" kids go to business classes, the "techy" kids go to web design classes and so on… It's got to stop. We can't continue labeling kids as one thing or another thing. What we know about the future workforce is that creativity, making, and innovating will be at the center of most jobs…and that will require students to be all of the above: 'Experts predict that 50 per cent of occupations today will no longer exist by 2025 as people will take up more creative professions,' said Martin Chen, Chief Operating Officer of Genesis."

" Inspired by ideas like project based learning and #20Time, I decided to take a stand against "Google-able questions." Instead of students only finding information and curating content, they needed to create the learning for themselves. Our students live in a world of Web 2.0, social media, and content creation, and I needed to bring this into their learning. And together, we did. Halfway through this school year, I explained that we will no longer produce work that is forgettable and can be left in a backpack. Instead, we will create content that we can be proud of, will remember, and will help each other learn. I wanted to push students to develop more meaningful and diverse skills to prepare them for their futures by creating work that matters to them. To do this, we needed to produce for an audience; all learning was now public to the world. Suddenly, the learning was visible, the technology was more purposeful and complex, and class was more fun. Students' work wasn't hidden in their notebooks, but shared, produced, and even live-streamed, like the argument videos below. "

"The Managing Complex Change model puts language to that which makes some schools successful while others struggle. The model looks at five components necessary to create a desired environment. These include vision, skills, incentives, resources, action plan. If any one piece is missing the model indicates results schools will experience including change, confusion, anxiety, gradual change, frustration, and a false start. When thinking of successful schools such as Science Leadership Academy, The MET, The Island School, The iSchool, you will find they have all those components in place. On the other hand, when I hear teachers lamenting about their school failures, the model brings clarity to the fact that one or more of these components are missing. Below is the chart that lays this out. Following the chart, I'll take a look at what each missing component might look like in a school environment. As you read, consider which, if any are components, are missing at your school. save image Lack of Vision = Confusion When I hear exasperated teachers spinning their wheels, working so hard to get ready for all the various mandates and requirements, but never feeling a sense of accomplishment, it is clear there is not a tangible school vision that has been communicated. In some cases this is because what is being imposed does or can not reconcile with what the school wanted for their vision. Skill Deficit = Anxiety My heart goes out to those with a skill deficit. They are required to implement a curriculum they are not trained in using or being evaluated via measures with which they are not familiar. Or…they are put into a position they were not trained for or prepared to embrace. Social media provides a great medium for helping these teachers get up to speed, but when the outreach occurs, the anxiety is abundantly clear. Lack of Incentives = Gradual Change It is not unusual for innovative educators to feel like and be perceived as misfits. Islands onto their own

"Across the planet, documentary filmmakers, students, and inspired citizens will record the human experience over a 24-hour period. By participating in this historic event, you will help capture the diversity of life and culture on this planet. Together we will create a document that is a gift to the world. One Day on Earth is a documentary and new media project about the amazing diversity, conflict, tragedy, and triumph that occurs in one 24-hour period on Earth. More than a film, One Day on Earth is a multi-platform participatory media project. The flagship of this project is a 120-minute documentary to be released theatrically. Through the One Day on Earth platform we will establish a community that not only watches, but participates"

Each Monday, Wednesday, & Friday a new wordle will be posted for you and your students to view. Each wordle will have a TOPIC and you will need to use your diciphering skills to figure out exactly what that topic is. Then by using the google form, you are invited to share what you think that topic is. You are also invited to create your own WORDLE and send it to me (jenuinetech (at) gmail (dot) com) You will be given full credit for your creation!!

"In just a few short weeks new teachers around the world will embark upon an exciting and crazy adventure. This adventure will surely have its fair share of ups and downs. In spite of that, this adventure will allow for countless opportunities to serve and positively impact current and future generations of students. This adventure will be like no other adventure... Here are 10 pieces of advice I'd like to share with new teachers as they prepare for this adventure:"