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The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”

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.

learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time.

Leaders must be given the training to: 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.

In a one-to-world approach, the critical question is not, “What technology should we buy?” The more important questions revolve around the design of the culture of teaching and learning.

t’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.

they are too locked into the rigid, sequential, single classroom/teacher/subject model, both in their mindset and their physical buildings.

Our obsession with content mastery and Skinner's behavioral theory of learning are slowly but surely giving way to an interest in personalization and differentiation.

While it is understandable that our early use of technology was mainly an adaptation of Gutenberg-online and a teaching-machine mentality of what learning is all about, we now have both the pedagogical rationale and technological capability to use the many dimensions of student characteristics that clearly and unequivocally result in higher engagement, enjoyment, and enthusiasm for learning.

Students, take control of your own learning

Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching

Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change.  With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms.  In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program.  EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology

no longer in the bottom 5 percent

incredibly freeing

I’m a better teacher

The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.

Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.

his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule

It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates

Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?

One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work

Students who walked in another experiment doubled their number of novel responses compared with when they were sitting.

Making mistakes while learning can benefit memory and lead to the correct answer, but only if the guesses are close-but-no-cigar,

. You can improve your learning by expecting to share it with others.

Findings suggest that simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers who simply expected a test.