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1-to-1 enables the teacher to do what she/he has always done: provide "pupils with something to do," move between whole-class instruction and student-directed work, and walk around the classroom providing scaffolding, nurturing, assessing, motivating and when necessary disciplining.

main difference between the documents are in their philosophical approach and how the main pillars of their frameworks are defined.

NET standards far more practical use. However, the 21st century fluencies have forced me to think much more about my own philosophy, beliefs and approach to the integration of technology in the classroom.

Gallup has spent decades studying great teaching and the innate talents of the best teachers. The fundamentals that make for a great classroom teacher are the same fundamentals that make for a great online course or gaming experience. Here is what the best teachers do: They are relational: They develop student-to-student, student-to-educator, and student-to-parent relationships. They are hopeful: They inspire students with energy and enthusiasm for the future. They are insightful: They see each student as an individual and get to know his or her unique identity and nature. Simply put, great teaching is about emotionally engaging the learner in a way that is individualized.

Joel Levin, a classroom teacher and expert in education gaming applications, noted that his value as a teacher comes from "drawing out the connections between gaming and real life for students. ... Without me there, it has much less meaning."

There was widespread agreement among the participants that technology will change everything and nothing. Essentially, what we do with technology has to have fundamental underpinnings in what the best teachers in the world have done for decades.

a battle between those with utopian and dystopian viewpoints, over who can have a more extreme perspective on technology. So where's the middle ground?

With this complexity in mind, I would like to introduce a question that I have been struggling with for the past few years: what role does social media play in generating or spreading societal fear?

We fear the things – and people – that we do not understand far more than the things we do,

More than a century ago (1902), his essay “The Child and the Curriculum” proposed a relationship between teaching and learning the old way (curriculum centric) and the new way (child centric). Reminding me of the typically Canadian appreciation of compromise, the essay blends a solution based on the readiness of the young learner with his/her need to acquire structured knowledge (curriculum).

As we push forward with the digital transformation of education, it's worth taking a look at just how greatly technology can impact teaching and learning in this country -- and what's at stake, not just for our students but our society as a whole.

the very real task of connecting them more closely to their coursework, to their teachers and to each other.

Increasing engagement is about

In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms.

information scarce environment, the main form of instruction was a lecture

new economy of information has freed teachers from their role as “font of knowledge” and allowed them to become chief analyzer, validity coach, research assistant, master differentiator, and creator of a shared learning experience.

NEW forms of media have always caused moral panics: the printing press, newspapers, paperbacks and television were all once denounced as threats to their consumers’ brainpower and moral fiber.

Experience does not revamp the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone.

And to encourage intellectual depth, don’t rail at PowerPoint or Google. It’s not as if habits of deep reflection, thorough research and rigorous reasoning ever came naturally to people. They must be acquired in special institutions, which we call universities, and maintained with constant upkeep, which we call analysis, criticism and debate.

The long heralded, but long delayed, integration of TV and the Internet is finally upon us. In the two hours between 8:00 and 10:00 PM, Netflix streaming movies and TV shows account for one-fifth (not a misprint) of all the Internet bandwidth being used in the United States. And that’s not the half of it. True Internet TV is about to go mainstream.