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Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It's not uncommon for the parent of a struggling child to be on the phone with you asking questions like: "Why do you need to use technology to teach math/social studies/English/biology?" or "This is an AP history class  - not computer science!" Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I've used successfully to gain parent buy-in.

"We're about to give your fourteen-year-old a computer," Michael Allen recently told a group of parents attending a new student orientation, "and here's why it could scare you." Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears: the new sites and technologies that crop up all the time, kids multitasking while doing schoolwork, the reality of parents' lack of control over what their kids see and how they behave online. But for Allen and many like him who are integrating technology in schools, guiding the behaviors that accompany a new way of learning is just as important as the content they'll be covering in school - if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way."

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"One question I seem to get a lot about the iPad is what apps do I recommend that are free. I am hearing from a lot of teachers that they have no way to add paid apps and thus are stuck trying to find free apps. My experience is that many free apps stink. They have many adds, require in app purchases to be useful, or are just junk. I tend to stay away from most free apps. So what are you to do if the district controls adding paid apps? My suggestion is to build relationships with the decision makers. Don't just ask for a bunch of apps, instead provide documentation and purpose for a few apps you would like to have. I know this process takes time and effort but if you can show the purpose and learning you have a much better chance. If you need lesson ideas I suggest checking out my Pinterest page, and three of my favorite Pinterest pages: iPadsammy, TechChef4u, and Sue Gorman. Look for apps and lesson ideas there and modify them to fit your standards and kids. If I was starting from scratch this is the $10 iPad app setup I would push for in my kindergarten classroom. (I will be posting a $20 setup later)"

SIMPLE & SMART Socrative is a smart student response system that empowers teachers by engaging their classrooms with a series of educational exercises and games. Our apps are super simple and take seconds to login. Socrative runs on tablets, smartphones, and laptops.

"There is an ever growing number of teachers and students using iPads for creation projects. Little by little, people are understanding that the iPad is not just a consumption device for reading emails, watching YouTube and checking FaceBook and Twitter. The iPad is a powerful creation device. But an issue arose during the year at my school: How does one share large student videos and other projects with parents? Read ahead to find out."

A Glogster-like scrapbooking tool for students. Free for 1 teacher + 30 students. Paid plan if you need more. Embeddable. They also have a clipping tool you can add to your browser for collecting clips. 

Wizer is a fantastic free tool for creating simple digital worksheets that enable learners and teachers to do some pretty complex things. When I first discovered the tool a few months back I was really impressed by how easy it was to create really engaging blended learning content for class or homework, so it's great to be able to publish this Q & A with Nira Mayorchik Sheleg the Co-founder & CEO.

Change is something that we fear or embrace. It is widely considered as the one constant in our lives. For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute. No wonder then that many teachers feel now is a good time for a move out of the profession. For others the changing face of education is seen as bringing exciting new possibilities wrapped in engaging challenges. Regardless of how reliable predictions for change may prove to be it is worth considering how individuals and groups respond to it.

The quality of teachers is the most significant in determining the success of students in home tuition shah alam

After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure. 

There is a growing momentum in education driven by a desire to share our practice and learn from our colleagues. Increasingly teachers are finding ways to break free of their classrooms and share their ideas. Collaborations in the interests of unlocking the collective potential of the profession are spreading within and importantly between schools. For many these collaborative endeavours and desires are satisfied by online communities but for many the possibility for a face to face conversation is more alluring.

Emotional problems among school children in home tuition subang jaya can also be detected with the help of teachers at the school

Classroom teachers covering various administrative tasks; and some may be changed in accordance with the increase in workload shouldered in home tuition kepong

Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.