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"If Google+ were a social network, you'd have to say that for one with more than 500 million members - that's about half the size of Facebook, which is colossal - it's having next to no wider impact. You don't hear about outrage over hate speech on Google+, or violent videos not getting banned, or men posing as 14-year-old girls in order to befriend real 14-year-old girls. Do people send Google+ links all over the place, in the way that people do from LinkedIn, or Twitter, or Facebook? Not really, no. There's a simple reason for this. Google+ isn't a social network. It's The Matrix."

"Not every blogger or site owner is code-literate or design-savvy, but everyone deserves to get a responsive design for their site. If you're on WordPress, have we got a treat for you. Rather than bust your budget to hire a designer for a revamp, why not adopt one of these handpicked WordPress Themes that are available for free?"

"It's common for Facebook to undergo drastic (or silent) changes whether the users like it or not. The real question is, how ready are you when Facebook is determined to 'make the world more open and connected'? Have you made full use of the privacy and account settings to your advantage? Also, if you've been observant enough you should've discovered several improvements on the existing features to make them more visible and user friendly. Why not give this list a run-through and see if you missed any."

"During your lifetime you have probably experienced inspirational educators, or witnessed inspiring lectures. But, what about you? Are you such an educator? If not, why not? In this talk, I explored some of the ingredients top educators in the 21st century have, and how we can learn from them, and reinvent ourselves to reach our true potential as an educator. This talk was given on the 4 October (2012) at Institut Pendidikan Guru Kampus Bahasa Melayu (Kuala Lumpur)."

"This book is designed to provide teachers and parents alike an insight into the bring-your-own-technology (BYOT) revolution sweeping across entire school communities in Australia, the US and UK, and explain the immense implications of these developments. In time all schools in the developed world will move to students using their personal mobile technology in class, rather than it being provided by the school. It is not a case of if, but when. BYOT is like a tsunami coming across the horizon. The forces impelling the change and the potential educational, social development, economic, technological and political opportunities opened by the development will not only bring about its introduction but will soon fundamentally change the nature of schooling, teaching, the technology used, home-school relations and the resourcing of schools."

So my mode is Attribute Everything Possible. Even if I do not have to. Is it really that arduous to do? Why? I am modeling behavior of reuse integrity. If I do not have to attribute and I don't, who knows if I am being good reuse citizen? What kind of example am I setting for others, especially students.I can help people find related media, either form the same creator or from the same collection.And, most importantly, I am expressing gratitude, appreciation to the person who shared it.

Ben W unpacks the world of APIs. He touches on their purpose and what they mean for the personal user. "The biggest reason to use APIs is to avoid re-inventing the wheel as a software developer. You're probably not going to build your own fully-featured mapping application, so if you need a map in your software, it makes sense to integrate Google Maps or OpenStreetMap. You don't want to build your own credit card processor (trust me), so it makes sense to use Stripe. You're going to have a hard time building a market of millions of enterprise software users, so you're going to piggyback on Slack. And so on. APIs present a pragmatic solution that allows us to build on other software while saving on short-term costs. They're not a magic wand, but used wisely, they allow us to build entirely new products and services. And maybe - just maybe - they will allow us to take control of our digital lives and build a new kind of internet."

I have teachers ask me frequently about app recommendations for different subject areas. "What app could I use to teach subtraction?" "What app would you recommend for my students to practice writing?" "I want to use iPads in my Science class. What app is good for that?" I usually sigh to myself, when I receive questions like that. While I am not against in suggesting apps ( which I love doing), I am not comfortable with the level of disconnect between the teacher (who knows her/his students best) and the curriculum related skills and objectives and pedagogical relationship that needs to be in place for an app to be a match to use in a classroom or with an individual learner.

There are plenty of Google search cheat sheets floating around. But it's not often you get to hear advice directly from someone at Google who offers you his favorite search tools, methods and perspectives to help you find the impossible. Here are some of my favorite tips shared by Russell at the 2012 Investigative Reporters and Editors conference. Some of these techniques are powerful but obscure; others are well-known but not fully understood by everyone.

When the iPad and laptop are on the same wireless network, and you launch Reflection on the laptop, the laptop becomes an AirPlay device for the iPad. On the iPad, you double tap the home button, swipe right, chose the AirPlay icon, pick your laptop from the list, and choose to mirror the iPad screen.However, when trying to do this same thing in a hotel, an airport, or a coffee shop, I could not get the AirPlay icon to show up on the iPad. I could not get the two devices to see one another. Well, of COURSE I couldn't! Why would you want any other device on a public WiFi network to see your laptop or iPad? The networks are designed to keep your stuff secure (even from yourself!) Since I have a few iPad workshops coming up, I wanted to make sure, if the network I was going to be using prohibited me from seeing another device, I had a solution that would work. I actually wound up with two solutions!

We tend to rewrite the histories of technological innovation, making myths about a guy who had a great idea that changed the world. In reality, though, innovation isn't the goal; it's everything that gets you there. It's bad financial decisions and blueprints for machines that weren't built until decades later. It's the important leaps forward that synthesize lots of ideas, and it's the belly-up failures that teach us what not to do. When we ignore how innovation actually works, we make it hard to see what's happening right in front of us today. If you don't know that the incandescent light was a failure before it was a success, it's easy to write off some modern energy innovations - like solar panels - because they haven't hit the big time fast enough. Worse, the fairy-tale view of history implies that innovation has an end. It doesn't. What we want and what we need keeps changing. The incandescent light was a 19th-century failure and a 20th- century success. Now it's a failure again, edged out by new technologies, like LEDs, that were, themselves, failures for many years. That's what this issue is about: all the little failures, trivialities and not-quite-solved mysteries that make the successes possible. This is what innovation looks like. It's messy, and it's awesome.

As our students grow dependant on Internet being a primary source for their  information, it becomes of urgent necessity that we, as teachers and educators, should know how to evaluate web content and decipher credible resources from spam and irrelevant ones. Regrettably enough, some of the teachers who are using technology in their instruction still don't come to grips with  the mechanisms used to sift through internet content. There is a crude analogy to this situation . A teacher who does not evaluate the web content he shares with his students is like a person driving a car without having a driver license, he can still drive his car  but he does not know the real dangers he is putting himself to in doing so.

The world of education is often defined by the "haves" and "have nots." It is this separation that ultimately drives decisions when it comes to educational technology. Why should students in less affluent districts not be afforded the same opportunities as those with large budgets to utilize technology to create, collaborate, connect, communicate and develop essential media literacies? A BYOT initiative makes sense, as we can leverage a variety of devices that many students already possess. It is how we utilize these student-owned devices in schools that is the key to a successful BYOT initiative.

"According to Andreas Schleicher, there is no evidence from the PISA data yet of a consistent relationship between the use of education technology and superior student performance.  That, however, certainly does not mean that no such relationship will exist in the future, just that it hasn't happened yet, at least not at the scale required to show up in the PISA surveys. "

"As our students get older, they become more responsible...we hope. A laptop or tablet has replaced the notebook and pen over the past few years since our present technological explosion. Many students can't wait until the age that their teachers allow them to bring in their own devices. Unfortunately, no matter the level, not all students are encouraged to bring technology into the classroom. And those that are encouraged to do so, may not be doing it for the right reasons."

"This leaves us with the question of how to inspire students to look through Internet search results with tenacity, to approach new technologies that may require more problem-solving skills, and to address tasks that are not as instantaneously gratifying as playing video games. It is our role as teachers to help students develop the skills to problem solve independently and collaboratively use 21st-century skills while not relying on technology to do all of the thinking for them."

"CHILDREN who use 'text speak' when sending messages on their mobile phones do not have a poor grasp of grammar, a study has shown. Researcher assessed the spelling, grammar, understanding of English and IQ of primary and secondary schoolchildren and compared those skills with a sample of their text messages."

"From the Washington Post to 60 Minutes, Sal Khan has been hailed a pioneer, while everyone from gleeful journalists to investors have anointed Khan Academy a "revolution in education." It's not. Instead, Khan Academy may be one of the most dangerous phenomenon in education today. Not because of the site itself, but because of what it - or more appropriately, our obsession with it - says about how we as a nation view education, and what we've come to expect."

Google Fiber starts with a connection speed 100 times faster than today's average broadband. Instant downloads. Crystal clear HD. And endless possibilities. It's not just TV. And it's not just Internet. It's Google Fiber.

The Boys' Reading Commission has found that boys' underachievement in reading is associated with the interplay of three factors: -  The home and family environment, where girls are more  likely to be bought books and taken to the library, and where  mothers are more likely to support and role model reading; -  The school environment, where teachers may have a limited  knowledge of contemporary and attractive texts for boys  and where boys may not be given the opportunity to develop  their identity as a reader through experiencing reading for  enjoyment; -  Male gender identities which do not value learning and  reading as a mark of success.