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I say in this interview that the only way we can learn is by doing and to do that we must practice constantly. Schools rarely teach doing, mostly teaching abstract theories that will never matter to 99% of the population.

So, my advice. Know what matters to you. Learn that. Temporarily memorize nonsense if you want to graduate but have a proper perspective on it. Nothing you learn in high school will matter in your future life.

Teachers whose students make the greatest achievement gains have extensive preparation and experience relevant to their current assignment (subject, grade level, and student population taught). Opportunities to work with like-minded, similarly accomplished colleagues – and to build and share collective expertise – are also strongly associated with effective teaching. Accomplished teachers who have opportunities to share their expertise — and serve as leaders (as coaches, mentors, teacher educator, etc.) — are more likely to remain in the profession. To teach effectively, teachers must have access to the people, resources, and policies that support their work in the classroom. This includes: (1) principals who cultivate and embrace teacher leadership; (2) time and tools for teachers to learn from each other, (3) opportunities for teachers to connect and work with community organizations and agencies that support students and their families outside the school walls; (4) evaluation systems that comprehensively measure the impact of teachers on student learning, (5) performance pay systems that primarily reward the spread of teaching expertise and spur collaboration among teachers.

A Better System for Schools: Developing, Supporting and Retaining Effective  Teachers

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patchwork collection of online courses that's difficult for students to navigate.

they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.

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.

The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. &nbsp;You can see a summary of each innovation at the menu on the right.

Routine is a great deadener of attention.

When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.

same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.

So here’s how our 1:1 has helped students in our school- everyone now has a computer no matter their economic circumstances students have the ability to create all kinds of digital media to express themselves and their ideas music webpages graphics students have the chance to work on this media outside of school hours (that’s key for me- the school day just isn’t enough time) students are learning (sometimes the hard way) how to be responsible for both their digital actions and their computers students are taking part in as well as learning from the participatory web