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Abstract The purpose of this study was to describe the barriers and challenges school leaders face as they implement a standards-based grading (SBG) system.  The researchers used a multiple case study methodology to investigate how key school leaders described their implementation journey at three schools that differed in size, demographics, and location.  Purposeful sampling was used to identify key administrators at three different schools who were in the process of implementing a SBG system.  Data were collected primarily via semi-structured interviews.  In the analysis, researchers used three phases: horizontalization, thematizing, and textural-structural synthesis.  Each of the three schools had very different implementation stories.  Barriers in the process included: student information and grading systems, parents/community members, the tradition of grading and fear of the unknown, and the implementation dip.  This study suggests that implementation of SBG must be purposeful and well communicated.  That is, in order to enhance the likelihood of success, an intentional plan with a reasonable timeline, ongoing professional development and collaboration, and effective two-way communication about the purpose of grading is needed.  Also maintaining A-through-F final grades-even as they simultaneously implement more progressive assessment and reporting strategies-is often seen as a necessary concession.  Finally, the authors explicate SBG's relationship to competency-based education and professional learning communities (PLCs).

I got the diigolet on my iPad, finally!  When he says to copy the code, he means the code in step 3, not step 2.  I use Diigo all of the time, and the lack of the diigolet prevented me from using the iPad as often as I'd like.  Whew!

Thoughtful slide show at ISTE about personalizing learning. Lots to use here to let the faculty understand what we mean by the term.  Our own tech plan calls for a digital backpack (I didn't know that was a trademarked concept when I used it in the tech plan!)

This is one of our stops during the Australia trip.  New technologies enable museums to create learning experiences for teenagers where they can authentically research, create, communicate and collaborate. Museum Victoria is using 21st century communication technologies to support students to investigate the past, both online and onsite. This session will outline how two programs developed by Museum Victoria, Making History and 600 million years in 60 seconds, are transforming museum learning for 21st century learners. The new programs enable teenagers to collaborate with their peers, communicate their ideas, create new digital media and make sense of the world around them. 600 million years in 60 seconds is an onsite education program at Melbourne Museum where exhibition objects are the learning focus and ICT tools are used by students to communicate their understanding of key concepts. Making History is an online resource where experts share historical knowledge and experience as well as an online gallery that can host student generated digital histories.

OnLive lets you use windows programs (Word, Excel, Powerpoint) on your iPad :)

I have CloudOn on mine, which used to be a for fee product, but for now is free. Frankly, though, I like using Google Docs better.

Students can use Thinglink with their anesu email addresses, but if teachers, particularly of younger children, want to manage their classes, here's how to do it.  

Technology, used well, is great for learners, despite the shock journalism that tries to scare us.  Responsible adults guiding young folks is always the key.  Here's a list of research to back that up.

This is one of the first schools I learned about using these competencies.  

Check out the calendar and watch us play this fall!

A good discussion for us to have as we're transforming our middle school

CommonCraft style video on Blended Learning.  We don't have a formal LMS, so teachers have to create the suggested uses of Web 2.0 tools to foster creativity, and collect data in ways that make sense in their classrooms.

May be useful in developing assessments

This article was published in Learning and Leading with Technology (lovingly referred to as L&L in Ed Tech world).  I try not to just list every new website I 'stumble upon' but only the ones that look as if they might actually be used by teachers.  Storify might just be one of the keepers.

An update to the TED talks of years past where the creator Hans Rosling first demonstrated GapMinder.  Easy to use tool with amazing possibilities.

This is one of the schools we visited, and was one of my favorites.  I have some footage of their language class.  All these little ones have iPads and it is just amazing to watch them use them.

A must read for all of us interested in transformation and explaining that concept to students.

This might be useful as we define teacher centered learning for the PD model in MALT.