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Excellent summary of the realities of teaching a subject like mathematics or physics, with some tips on how to overcome the hurdles. Equally applies to CS.

entertaining and short. Great video to share with peers who teach all subjects - not just math. Works well with CCSS prof. dev.

Brilliant idea for education: Flip the format and have students watch video lectures at home and do "homework" in class.

Khan explains the concept of the "flipped" classroom. 

Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script - give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help.

"Math is not calculating" "Assuming computers to do the calculating"

Ken Robinson: Changing education paradigms Sugata Mitra: The child-driven education Conrad Wolfram: Teaching kids real math with computers Mae Jemison on teaching arts and sciences together Charles Leadbeater: Education innovation in the slums Arthur Benjamin's formula for changing math education Bill Gates on mosquitos, malaria and education Let's use video to reinvent education: Salman Khan

TED@Palm Springs presentation on game-based learning; creation of "immersive learning environments." Meyers, A. (2009). A Vision for 21st Century Learning [Video]. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4

I disliked this video. Is my classroom extraordinary? The rest of the classrooms in the U.S. have unmoving, silent children stuck in desks all day? The students don't talk to each other? They don't collaborate to solve problems? They don't read? They don't write in order to analyze and express opinions? They don't use math manipulatives, do science experiments, build, draw, and do projects? They don't laugh together, digress, and then get back on track? Because that's what we do. It doesn't strike me as a response to the Industrial Revolution as much as a response to students' curiosity and to their future needs. "If we get it right, kids won't even know they're learning something." So, we're doing it wrong if the kids are actually aware that they're learning? Better they should be metaphorically anesthetized by the computer experience? We don't want them inoculated against feeling the discomfort of struggle. Every respected neuroscientist on the planet says struggle is necessary to wire neurons together, which is the physical manifestation of learning. The simulation of the village looks very cool. I love computers. But if all their learning about ancient Rome is based on this simulation, where are the primary sources? Will students encounter any? Or is their experience of the village based on someone else's interpretation of primary sources? If so, then someone else gets to decide what is important to include in the Roman village. They get to choose and interpret the facts that are used to create the virtual ancient Roman experience. That goes against best practice teaching of the social sciences.

A good educational video site on topics including a wide range of science, history, maths, computing and more. Search using words that appear in the video. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams