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While school districts are obligated under CIPA and common sense to provide some level of protection for young students, a filtering system is inadequate or faulty when it dictates what teachers can and can't do with the technology.

Dependent on PD

Besides the lack of time and/or motivation, I’m beginning to wonder if teachers really know how to learn new skills independently. We come from a system of education where everything was fed to us. As a student (even through my master’s degree), if I was told I needed to learn something there was a clear process I had to go through to learn it; sign up (and pay) for the right course with the available expert, buy some textbooks, go to class, follow directions, and collect my credits to show that I had learned it. Most PD follows a similar process (although greatly abbreviated). So that is the paradigm that teachers have for their own learning – they feel that they need to be taught something in order to learn it. I’m not sure that they know there is now another way to learn, especially where learning about technology is concerned. But how would they know this new way of learning if it’s rarely been modeled for them? And if this is how they view their own learning, can we really expect them to teach students how to be independent learners?

gradually lengthen the time between tech breaks

About 60 percent said it hindered students’ ability to write and communicate face to face, and almost half said it hurt critical thinking and their ability to do homework.

Other teachers said technology was as much a solution as a problem.

Don’t let fear based on misconception prevent you from creating a more student-centered, innovative learning culture

students more engaged

productive learning is the learning process which engenders and reinforces wanting to learn more

manage, analyze, and synthesize multiple streams of simultaneous information,

attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it

"learning ready,"

MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject

learn, MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject.

The reality is that I no longer need to send my children to a school to learn algebra, U.S. history, or French.

That doesn't mean that we throw all information and knowledge out of the curriculum. No question, all kids need to be able to read and write effectively, understand enough math to function in their daily lives, and have a basic understanding of science, history, and more. But we must be willing to consider that in a world full of access to knowledge and information, it may be more important to develop students who can take advantage of that knowledge when they need it than to develop students who memorize a slice of information that schools offer in case they might need it someday

But giving students devices and access is only a small part of the equation

it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.

Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.

Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”

The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.

As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support

Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team

Craft a clear vision of connecting all students to the world’s learning resources.

Model the actions and behaviors they wish to see in their schools.

Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.

Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.

Ensure that technology is seen not as another initiative, but as integral to curriculum.

support risk- taking teachers

creating cohorts of teachers across disciplines and grades who are working on innovative concepts

Mathtrain.TV.

how much responsibility of learning can we shift to our students

How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?

How can we engage parents in new ways?

How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?

publishing their work to a global audience.

ow educators can make that happen, South said, is by offering students choices in how they get to show what they know.

what does passive technology use look like? Why is it a problem

engagement” should not be the highest bar we set for our students.  If we can develop meaningful learning opportunities that empower our students to make a difference, our impact will go beyond their time they spent in our classrooms.  Technology alone will never provide this.  We need great educators that think differently about the opportunities we now have in our world and will take advantage of what we have in front of us, and help to create these experiences for our students to do something powerful.