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One of the astonishing results of our iPad 1:1 deployment has been the dramatic decline in the use of the Mac. Within less than two years, I am the only teacher still using the Mac on a regular basis. This was never part of the plan and I didn't expect that it would happen so soon. I thought it might happen eventually - perhaps in 3-4 years, certainly after one more refresh of our Mac setup. Today, it quite seriously looks like we won't buy more than a handful of Macs again. We’re not cutting our teaching to fit what the iPad can do either - we have never done more with ICT, with better outcomes and deeper learning than we are doing now with iPads in everyone's hands.

It should at least work on any setups where one graphics card is powering multiple monitors

Here is the list of things that every productivity application should have: Integration with iCal / Google Calendar - for those who rely on Google SMS texts as reminders Powerful search – so I don’t have to waste time looking for the things that I need Available on all platforms (Mac, PC, Android, iOS, Black Berry…) – so if I change the device, I don’t need to be left apart Sharing options (Facebook, Twitter, @mail) – so I can share my thoughts with my friends without writing it twice and copy pasting Tagging – so we can organize ourselves better Reminders – so we can setup alarms without finding the native app Offline access – so we don’t have to rely on internet in order for our system to work.

Wall.fm is a free tool for creating custom social networks with easy setup and complete feature set.

When it comes to showing results, he said, “We better put up or shut up.”

Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.

how the district was innovating.

effectively utilize the vast array of information that resides on the internet and who are capable of processing the information collaboratively

superior to traditional classroom teaching alone