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"In today's world, literacy goes beyond just the basic ability to comprehend text. Today's students will also need to master a new skill-digital literacy. Cornell University defines digital literacy as "the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet." Digital literacy, by this definition, encompasses a wide range of skills, all of which are necessary to succeed in an increasingly digital world. As print mediums begin to die out, the ability to comprehend information found online becomes more and more important. Students who lack digital literacy skills may soon find themselves at just as much of a disadvantage as those who cannot read or write. Because digital literacy is so important, educators are increasingly required to teach students digital literacy in the classroom. In many ways, this is similar to what educators have always done in teaching students to read and write. In other ways, however, digital literacy is a brand new skill. Most students already use digital technology, such as tablets, smartphones, and computers, at home. Many students already know how to navigate the web, share images on social media, and do a Google search to find information. However, true digital literacy goes beyond these basic skills."

"Over the years, many of us have personally experienced the growth of technology in today's classrooms. Instead of taking notes, students are now occupied by surfing the Internet, scrolling through Facebook, and messaging their friends on their smart phones, tablets, and laptops. Instead of focusing on the instruction, teachers are constantly required to interrupt class in order to remind those students again and again, that class time is for learning, not texting. However, as today's students are using more technological devices, it is imperative that teachers have access to the resources to keep pace with the growing tech culture. The use of smart phones, tablets, and other tech items in the classroom do not necessarily have to have a negative impact on student achievement. On the contrary, the increasing accessibility and growth of technology presents teachers with the unique opportunity to take advantage of those once distracting gadgets, and use them to facilitate academic achievement in new and innovative ways. In this capacity, teachers do not need to be constantly fighting for student attention, but can freely accept it, by introducing a new educational environment that will automatically encourage student participation. Below are some resources that teachers may find useful when attempting to implement technology into their classrooms, separated by 5 common areas that are increasingly important for teachers, and for an effective learning environment-Organization, Project Based Learning, Class Management, Presentations, and Assessment. "

"Higher-level thinking has been a core value of educators for decades. We learned about it in college. We hear about it in PD. We're even evaluated on whether we're cultivating it in our classrooms: Charlotte Danielson's Framework for Teaching, a widely used instrument to measure teacher effectiveness, describes a distinguished teacher as one whose "lesson activities require high-level student thinking" (Domain 3, Component 3c). All that aside, most teachers would say they want their students to be thinking on higher levels, that if our teaching kept students at the lowest level of Bloom's Taxonomy-simply recalling information-we wouldn't be doing a very good job as teachers. And yet, when it's time to plan the learning experiences that would have our students operating on higher levels, some of us come up short. We may not have a huge arsenal of ready-to-use, high-level tasks to give our students. Instead, we often default to having students identify and define terms, label things, or answer basic recall questions. It's what we know. And we have so much content to cover, many of us might feel that there really isn't time for the higher-level stuff anyway. If this sounds anything like you, I have a suggestion: Try a curation assignment."

"Welcome to this first post in a series that promotes student inquiry in PBL and STEM. This series is dedicated to helping educators create a student-centered Driving or Investigative Question… which is so important in STEM and PBL. You will discover multiple resources and ideas in this series, along with some great ideas for finding student success in student owned inquiry. In this first post, I would like to build the idea of what makes a Driving or Investigative Question important in student centered learning, and how it can uncover important standards. "

"Earlier in the school year my students created whole-class videos using our large green screen studio. While I assigned students a variety of tasks (director, camera operator, acting coach), my students spent the majority of their time on the carpet as an audience member. At the end of these units I wondered how we could increase student ownership of the production. Could I have my students create a green screen movie without having to play the audience member for large portions of the time? Could they be empowered to create a movie independently of the teacher? Could this be done by kindergartners and first graders? For most of the school year I struggled with these questions. That was until I met Brenda Windsor and Mary O'Neil of Trumbull, CT at the Fairfield University "Education Technology Collaboration Day" in March.  Brenda and Mary presented on how they have incorporated green screens in the classroom, and shared the idea of using a pizza box to make a miniature portable studio. Here is a link to the video they created.  From that moment, I was on a mission to have my K-2 students write, direct, film & star in their own collaborative group mini green screen movies. "

"A decade ago professors complained of a growing "epidemic" in education: Wikipedia. Students were citing it in papers, while educators largely laughed it off as inaccurate and saw their students as lazy, or worse. As one writing instructor posted to an e-mail list in 2005: "Am I being a stick-in-the-mud for for being horrified by students' use of this source?" How things have changed. Today, a growing number of professors have embraced Wikipedia as a teaching tool. They're still not asking students to cite it as a source. Instead, they task students with writing Wikipedia entries for homework, exposing the classwork to a global audience (and giving students an outside edit by an army of Wikipedia volunteers). There's even a new peer-reviewed academic journal about using Wikipedia in higher education."

"As elementary students learn how to read, teachers administer reading fluency tests and listen to students read passages. During these reading fluency tests, teachers listen for speed, accuracy, and expression. Nothing can replace this formal assessment, but it's helpful to teach students to track their words per minute between these reading fluency assessments. Tracking their words per minute can help students to appreciate that the more they practice reading a passage, the more words they will be able to read in a minute. In a coaching session with a second-grade teacher, I suggested we try using Voice Typing in Google Documents to help students track how many words they read in a minute. I hoped that giving them the tools to track their words per minute might motivate them to stay focused on the task of reading a challenging passage."

"Anyone who says you can't apply computational thinking and digital learning strategies to strengthen students' writing skills is wrong. To the contrary, this innovative learning style helps students hone critical-thinking skills across every discipline. In my classroom, I teach students computational thinking through free materials from Ignite My Future in School, a partnership between Tata Consultancy Services and Discovery Education. I especially enjoy using their Curriculum Connectors, online resources for teachers across disciplines to help their students apply computational thinking techniques. The core tenets of computational thinking are the building blocks that help my students become better learners and problem-solvers across every area of their work-from all areas of reading and language arts. Here's how five core computational thinking approaches help my students build stronger critical thinking and writing skills:"

"Rivet is a reading app from Area 120 (a Google property). The free app offers more than 2,000 books for students to read independently. The books are appropriate for students in Kindergarten through second grade (5-8 years old). All of the books provide audio support to students in the form of an option to tap on a word and hear it read aloud. When students tap on a word they will hear it read aloud and can then read a definition of the word. Students also have the option to practice saying the word aloud. When students say a word aloud they get instant feedback on their pronunciation of that that word."

"Essential Skeleton is a free iPad app that students studying the human skeletal system should download. The app puts a 3D skeleton on your students' iPads. Students can zoom-in, zoom-out, and rotate the skeleton 360 degrees. When students zoom-in and tap on a bone they will see its name in English and Latin, have the option to hear an audio pronunciation of the bone's name, learn about the connected bones, and write their own notes about the highlighted bone."

"As intuitive as the iPad's user interface is, there are still some occasions on which students and teachers might get stuck. That's when a free iBook like The Student Guide to iPads & iOS 6 is good to have. The Student Guide to iPads & iOS 6, written by Jac de Haan, covers all of the basics that students and teachers need to know in order to use their iPads in school. "

"As intuitive as the iPad's user interface is, there are still some occasions on which students and teachers might get stuck. That's when a free iBook like The Student Guide to iPads & iOS 6 is good to have. The Student Guide to iPads & iOS 6, written by Jac de Haan, covers all of the basics that students and teachers need to know in order to use their iPads in school. "

"Learning to read can be difficult. And teaching a group of students to read and write can be a daunting task - especially taking into consideration that each student may learn differently, and at a very different pace. Some students may have trouble matching sounds with letters and words, some with writing mechanics, others may have trouble concentrating in a traditional classroom setting. Having a few extra tools in the arsenal to have students using either in class or out of class can help to bring everyone up to speed or help any student to get a bit ahead."

"There are not an abundance of apps for the iPad that really encourage a worthwhile level of collaboration between students or between students and teachers. There are several that would allow students to share an iPad and work on something together on one iPad, but what if you want students to be working on their own iPads at school, at home, or at a time of their choosing? The following 5 apps are designed for just that, and help take advantage of the iPad as a collaborative tool."

"Historically, student engagement has been thought of in terms of students "paying attention": raising hands, asking questions, and making eye contact. Of course, we know now that learning can benefit from learner self-direction and self-initiated transfer of thinking as much as it does simple "engagement" and participation. That being said, increasing engagement and sheer participation is not a wrong-headed pursuit in and of itself, and in pursuit of that is the following infographic from Mia MacMeekin: 27 ways to increase student engagement. 27 Ways To Increase Student Engagement In Learning"

"Spreaker DJ app is available for iPad, iPhone or Android devices and also available at www.spreaker.com . Spreaker transforms your device into a full-featured radio station, allowing you to mix your voice with your music library and a range of sound effects. Broadcast your lessons live or have students broadcast their learning by running their own radio station during the lessons. Students can create podcasts that could be listen to after the lesson as a form of revision or to review their learning. Students and teachers can easily share their shows via twitter, Facebook or email. Another excellent feature is the ability to chat to the DJs during the show and could be used as an excellent way to increase the interaction between students all over the world."

"In a flipped classroom, students typically interact with a short micro-video (flipped video) before class and then class time is transformed into an active place of engagement and learning. Some teachers think that students take to flipped learning quickly. However, since many students have been trained in how to learn passively, they need to have explicit instructions on how to learn differently in a flipped classroom. Below is a series of suggestions teachers may find helpful to hand out to students to prepare them for a flipped classroom."

"Nicholas Provenzano puts the 'A' in STEAM education. As a high school English teacher who actively seeks new ways to enhance learning, he is often at the leading edge of trends in education and technology - from going paperless in the classroom, to creating a makerspace in the school library, to teaching STEAM skills through project-based learning. For his TED-Ed Innovation Project, Provenzano launched student innovation projects - in which students were given the opportunity to choose an interesting problem and solve it in an innovative way. The projects were then shared in the school's first ever STEAM competition. Here is Provenzano's recap of what worked best for his students - and how you can launch student innovation projects in your school:"

"Student engagement can be tough all year, but spring fever makes it a bit worse as the weather gets warmer and students' minds wander. After 15 years of teaching, I've learned that a teacher cannot rely on any single solution to keep kids focused on learning. There are so many different ways to get students' attention because there are so many different types of students. However, here are a few ways that have really made a difference in my classes."

"Students aren't daunted by the iPad interface. They may take time to experiment and understand steps required to produce an outcome, but they will persevere. Having observed students at different stages of learning, across many subjects, it has become clear that students aren't a barrier to learning with the iPad. If a process doesn't work for a student they will try something different. They collaborate with peers to produce quality work and will heed advice to move forward."