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There is much more to efficient Googling than what most of our students know. From the specific order of the words constituting our search query to the use of search operators, Google provides all kinds of tricks for users to implement in order to tap into its full search potential. I have recently come across an interesting post shared by LifeHacker in which they outlined a wide variety of Google  tips and tricks that students should know about. They have also shared this wonderful video which I am sharing with you below on how to quickly find exactly what you are looking for.

This doesn't make digital research better or worse, but rather different. So in response, here are 13 digital research tools and resources (one is a video), each complemented by a lesson on credibility and research for the 21st century student who has grown up in an age of information abundance, but contextual scarcity.

I'm as guilty as the next person for singing the praises of Puentedura's SAMR model... The problem I have with it, and others find this problem too, is that it is seen as being a taxonomy, a ladder upon which to be climbed. 

"Whatever you do the first year will be a trainwreck (compared to the nice and tidy sit-and-get PD). So from the beginning, everyone should be aware that it's all a work in progress-just like the profession itself. Perhaps the greatest potential here is in the chance to personalize professional development for teachers. The above ideas are too vague to be considered an exact guide, but an "exact guide" really isn't possible without ending up with something as top-heavy and standardized as the process it seeks to replace-or at least supplement. Instead focus on the big ideas-personalizing educator training through self-directed and social media-based professional development."

If you want your school to grow, the school and its community needs to take charge of that growth. Every pathfinder school operating at the 'Networked' or 'Digital Normalisation' stage of the school evolutionary stages continuum discussed in the first article of this series had taken charge of its own evolution. While a few have had some astute support from their education authority, the majority embarked on their evolutionary quest 15 to 20 years ago, and throughout their journey, have recognised the importance of being proactive.

It is becoming increasingly apparent that schools operating on a digital base, like all other such organisations, will continually evolve, transform and adapt to a higher form. Moreover, they will do so in a remarkably common way, displaying at each stage of their evolutionary journey remarkably similar attributes.