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What my school is learning, and what current research suggests, is that teachers don’t improve by listening to someone tell them how to do something newer or better in their classrooms. They learn by working together to address problems they themselves identify in their schools and classrooms. This type of staff development goes by many names, but I’ll use the term “collaborative PD.” The problems with old PD are so many, and the benefits of collaborative PD so great, that the days are surely numbered for the former. Yes, old-style professional development is doomed.

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.

e difference between quick skimming and scanning on the Web, which lodges in the brain's short-term memory and is quickly lost, and the long-term memories that a more thoughtful kind of slow reading provides. "I share Nicholas Carr's feeling that my brain has been rewired," he says.

"It's indisputable that the Internet has made us smarter.... The range of things you can explore in a day is just fantastic compared to 20 years ago," says David Weinberger, senior researcher at the Berkman Center for Internet and Society at Harvard University in Cambridge, Mass. "There's no question that we feel the Internet has made us better researchers, better thinkers, better writers."

Books "are not the shape of knowledge," he says. "They're a limitation on knowledge." The idea of a single author presenting her ideas "was born of the limitations of paper publishing. It's not necessarily the only way or the best way to think and to write."

I found the videos and other resources that I used in the presentation. Here is a list of the materials I used and also some of the other ones I didn’t use, but are worthwhile looking at depending on your audience.

Professor Michael Hulme from the Institute for Advanced Studies, Lancaster University, who authored the report said: “For young people, the internet is part of the fabric of their world and does not exist in isolation from the physical world, rather it operates as a fully integrated element.

research highlighted that there was need for more guidance and support for the vulnerable ‘in-between group’ of 16 and 17-year-olds, who may be particularly at risk of over confidence as they feel under pressure to take on the responsibilities of adulthood.

Despite all the buzz about Apple’s iPad tablet and how it could be useful for reading electronic textbooks, a new software program on the way might hold even more promise for education.