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"When I talk about the maker movement in schools I do talk about tools and spaces, but I try to make the point that it's about giving agency to kids in a system that most often considers students to be objects of change, rather than agents of change. One of our reasons for writing the book Invent To Learn: Making, Tinkering, and Engineering in the Classroom  was to try to create momentum for the return of progressive principles of education, principles that have been yanked away from kids and teachers by politicians, corporations, and Silicon Valley gurus who think they know how to fix everything with an app. I think this is a historic time, a second Industrial Revolution, where everything is coming together right at the right time. And like the Industrial Revolution, it will not be just a change in technology, but will resonate in politics, culture, economies, and how people live and work worldwide"

"Learning by making has been around since long before edtech-just think about what the adventurous explorers or intrepid settlers of yore would have thought of "Do-It-Yourself." But with thousands of kid-friendly tech tools and a whole World Wide Web of resources out there, creative, interesting opportunities for learning-by-making abound for everyone. Okay, so with all those resources, where should you start to build a makerspace? Here at EdSurge, we've rolled up our sleeves, put on our protective goggles, and built a Maker Guide from scratch, just for you.  Read on for ideas from the educators and entrepreneurs who think making 24/7, including what is involved with project-based learning and making in the classroom and tried-and-true lessons from the field on starting your makerspace. Making on a budget? We surely do. We've got ideas for stocking your space with resources from your arts and crafts closet, plus inspiration from educators working to bring makerspaces to low-income and all-girls classrooms."

"s a high school math teacher, it was important for me to create a learning space that welcomed on-demand wonder and exploration. I knew that I planned to have a few essential hands-on math tools, and in the last few years, I also knew that I needed to have other items that were essential for providing kids more creative freedom. With a few containers, manipulatives, and supplies, along with some technology, I created a space that my students would go on to name "the wonder shelves." What you are about to read was not an overnight process, but one that grew over an eight-year span."

"Learning by making has been around since long before edtech-just think about what the adventurous explorers or intrepid settlers of yore would have thought of "Do-It-Yourself." But with thousands of kid-friendly tech tools and a whole World Wide Web of resources out there, creative, interesting opportunities for learning-by-making abound for everyone. Okay, so with all those resources, where should you start to build a makerspace? Here at EdSurge, we've rolled up our sleeves, put on our protective goggles, and built a Maker Guide from scratch, just for you.  Read on for ideas from the educators and entrepreneurs who think making 24/7, including what is involved with project-based learning and making in the classroom and tried-and-true lessons from the field on starting your makerspace."

"As 3D printers increasingly find roles in schools, libraries and even homes, it is vital that educators provide challenging and meaningful projects. School administrators, trustees, superintendents and parents will not be impressed by an iPhone case downloaded from the internet to roll off the expensive new 3D printer. Instead, educators should encourage students to use these printers to create original designs that are more than just tchotchkes. Projects that allow students to create something "bigger" than the design itself are the most appealing. The 3D printer then becomes a tool that enables students to craft works they would otherwise be incapable of producing."

"As the Maker Movement has gained steams schools and educators alike have begun to incorporate makerspaces as exploratory centers for students to invent, tinker, create, and make to learn.  A makerspace can best be defined as a physical place where students can create real-world products/projects using real-world tools.  In 2013 I was fortunate enough to hire media specialist/teacher librarian Laura Fleming, who took the initiative to create a makerspace in our school.  Through her work I discovered some guiding principles that might just help you begin to create a makerspace in your school or integrate the process of making across the curriculum.  It is first important to understand three underlying qualities that essential in ensuring that students make to learn:"

This list of interactive timelines includes those that show developments in art, history, and science

An alternative, "interactive" video annotation tools to YouTube Annotations; you can also add apps to a video.

"The humble question is an indispensable tool: the spade that helps us dig for truth, or the flashlight that illuminates surrounding darkness. Questioning helps us learn, explore the unknown, and adapt to change. That makes it a most precious "app" today, in a world where everything is changing and so much is unknown. And yet, we don't seem to value questioning as much as we should. For the most part, in our workplaces as well as our classrooms, it is the answers we reward -- while the questions are barely tolerated. To change that is easier said than done. Working within an answers-based education system, and in a culture where questioning may be seen as a sign of weakness, teachers must go out of their way to create conditions conducive to inquiry. Here are some suggestions (based on input from question-friendly teachers, schools, programs, and organizations) on how to encourage more questioning in the classroom and hopefully, beyond it."

"The notion of digital literacy, or "Information, Communications, and Technology Literacy" (ICT Literacy), usually takes into account the vocational skills required to operate digital machines or the intellectual skills required to program or 'code' them. The concept does not account for the social and intellectual advantages that are available to affluent students with access to more, and better integrated, educational technologies. In other words, it is not only about skills, but also about cognition, etiquette, motivation, socialization and culture - the context within which one uses the tools."

Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?