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The teacher could have 30 students, all doing the same thing at the same time on their iPads, but this doesn't make sense either. The students have a powerful information tool in their hands, and as The Common Core State Standards for Mathematics require students to think critically and problem solve, there is no way that a teacher can get students to become independent learners in sync.

This is excellent homework! This comment on Jason's blog post is fascinating, and it is so appropriate to MYP ATL skills. "The fact that I can meet with a needs-based group and say to them after a mini-lesson, "Find an app or something that will help you learn, practice, and transfer this skill or process," highlights this. Sometimes that is my homework. We speed share it in the morning, and everyone in the group uses it for independent practice and homework the next night. I'll make sure that this page on my blog gets priority before the end of our break. This is some of what our phenomenal Tech Director is helping us to find: http://elearning.sis.org.cn .

e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie

Granted, this is not about digital technology, but it could be part of the fuel to light the fire for change. What do we do when we fall so short of helping almost anyone foster a passion for learning? The quotes here are memorable and relevant: the writer is currently in university.

An interesting way of harnessing the natural energy of teenagers. Definitely worthy of further exploration.