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I like the reflective process this teacher is using to improve her teaching literacy to her students. The methods she is practicing and refining are in contrast to the "one and done" reading approach she mentions students practicing outside of class. A favorite quote in the reflection: "In my class we explore the why--the story behind history. Pace carefully and read closely, and students will discover the why--especially when they can discuss the questions they've had time to think about." Instead of the teacher "teaching" content, the students explore that content and find meaning for themselves that is relevant and connective to other learning experiences.

Good stuff on my favorite sea explorer

Technology integration isn't always as easy as presenters make it out to be. Here is a model to explore to assess/implement tech. integration. TPACK stands for Technological, Pedagogical, and Content Knowledge. This framework looks at each of these domains of knowledge, and how they overlap with each other within a given context. It can be an important tool when addressing the problem of technology integration.

"Digital Citiz-wait, what?" - explores the need for integrity in our own digital citizenship as we look to speak to students. 

There's one request for advice that I receive more than any other from coaches: How can I coach a resistant teacher? This article explores that by helping those who coach teachers to look at themselves as much as they do those they coach. Good read for instructional leaders.

"students turn to when tasked with an assignment. Whether it's for research, real-time results, or just a little digital exploration … it's important they know how to properly Google." Here are some helpful lessons to do that

Lots of links on different aspects of storytelling. A great way to explore the topic and help define for yourself the role of storytelling in your own life and that of our students.

Although the first paragraph can be a little grating for ITs/Tech. Coordinators to read, I think it is a perception we must address. Here is my response to one IT whose view of teachers was low. Joe, I can hear the frustration in your reply. I can appreciate some of it. However, I think that the first paragraph,  I think, reflects a perception that we as IT's/Tech. Directors/Coordinators need to address honestly, but respectfully. So when I read the first paragraphs, I asked myself, "How is this true for me?" I think we need to honestly assess that in our practice.  Next, the points that follow were written to be more general in scope to give each reader a chance to explore how they might fit for them in their unique situations. Patronizing? I think they are points of practice we can all reflect on. That's the purpose I see in the blog post. In regards to filtering, we all live with it. It's coming to terms with how much filtering is necessary and how to manage the filter. I get frustrated not having the ability to filter content the way I would like. I didn't hear the author say things like "Get over it," but instead "Consider....". I think a helpful approach for IT's, teachers, and admin. is to form a partnership/relationship that allows each to better understand the needs/challenges each faces to provide the best for students. That's the goal. As a tech. coordinator, I proactively work at that. I taught for eight years, but also was instrumental in helping press into tech. integration and perhaps that has helped me to be more balanced than some in my approach to IT and embrace change. I think also we have to expect failures along the way as we feel our way through new approaches, methods, and devices. Right now, I think most IT's are a bit intimated by the level of change and diversity of needs we have to address. I know I am! Let's become more a part of the dialogue and abstain from labeling and finger-pointing. We're in this together. 

Catlin Tucker, Honors English teacher, shares: "The SAMR model (substitution, augmentation, modification and redefinition) explores the impact of integrating technology on both teaching and learning. It attempts to outline a progression that educators follow in their journey towards redefining teaching and learning with technology. I've used this model as a guide to identify where a particular lesson or activity falls on the spectrum of technology integration, but it does not  reflect the teacher's evolution." Read the rest of her post.

Will Richardson explores this idea: "By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most." How does "personal learning" fit into the structures we have in school learning environments? 

This list is considered the "best of the best" by AASL and is comprised of free, user-friendly sites that encourage a community of learners to explore and discover. They also provide a foundation to support AASL's Standards for the 21st-Century Learner. The sites offer tools and resources in content collaboration, content resources with lesson plans, curriculum sharing, digital storytelling, managing and organizing, and social networking and communication.

Want to explore the "Genius Hour" concept. These videos and links will help introduce you to an approach many are embracing.