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I thought this was pretty interesting.  How do we teach students to judge the quality of information they are getting?

Amy, I like the graph. There are so much details to think about when it comes to look for "the tool" for our students. Thank you for sharing!

This is a quick tutorial for embedding audio into QR codes. it provides a couple examples of how this might be used in an educational setting.

Adrianne, I like your link a lot. QR is a great helper. I have used it last year and make easy to my students to get faster to pages I wanted them to go.

Great!! This teacher is very clear with his purposes and instructions to students.

Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!

"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.

I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.

Emily Landau, " Why Person-First Language Doesn't Always Put the Person First", Think Inclusive 7/20/2015: There are two main types of language used to refer disability: person-first language and what is known as identity-first language (IFL). PFL as a concept originated among people who wanted to fight back against stigma.

MindShift explores the future of learning in all its dimensions. We examine how learning is being impacted by technology, discoveries about how the brain works, poverty and inequities, social and emotional practices, assessments, digital games, design thinking and music, among many other topics.

A conversation on Twitter a week or so ago got me thinking about using the TV show El Internado: Laguna Negra to teach the culture of Spain.

I found this site on Feedly and started following it; this guy travels around the world learning foreign languages; this article in particular discusses how to learn minority and endangered languages, however I find the innovation and his motivation to be the greatest factors in his success. He's not following someone else's path and as the actual process of learning a FL is such a personal thing, I think he's really on to something! From the site: "There are almost too many sites and resources for big languages like French, Spanish and German. When you're learning a language like these, the problem is usually deciding which resource to use rather than not being able to find one. But what about those of us who want to learn a less popular language (minority or endangered)?"

Sasha Long of The Autism Helper discusses the importance of educating children about disability diversity and offers actionable tips for fostering this awareness in children. Sasha currently teaches in a junior high autism classroom. Disability Diversity, Awareness, and Acceptance When we think about diversity education, our first thoughts are diversity of race, religion, and gender.

Create different color QR codes in order to separate the groups by task. Differentiated instruction but more discreet with the use of QR codes.

A look at the videos from YouTube that this teachers uses. Five years ago YouTube officially launched?? Doesn't it seem like it's been around forever?

I don't think that the facebook craze has effected us THAT much, goodness!!! I am 22 and am part of this generation, and I can say that most of my friends and I have grown out of the facebook phase, we aren't obsessed like we were at the end of high school and start of college.

An amusing article ... and perhaps with some degree of truth to it ... but I am unsure why the opinion professor of pharmacology who has done no research on the topic warrants an article.

"Facebook" option for elementary?

This looks pretty promising. I also think the connections you made on this site are great - asking for resources and someone commented back with great resources on kids safety on the internet. Awesome!!

I also liked the description. I will make an account to explore it and see if it is something we can use with older students as well.

This is really the tail wagging the dog. Some of the ideas that tie information to a place are interesting, but I think that AudioBoo would be a better tool for those kinds of activities (http://audioboo.fm/).