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"There is one iOS "tip" that I keep hearing and it is wrong. Worse, I keep hearing it from supposedly authoritative sources. I have even heard it from the lips of Apple "Geniuses" in stores. Here is the advice - and remember it is wrong: All those apps in the multitasking bar on your iOS device are currently active and slowing it down, filling the device's memory or using up your battery. To maximise performance and battery life, you should kill them all manually. Wrong. Wrong. Wrong. Wrong. Wrong. Wrong. Wrong. There are caveats to this but anyone dispensing the advice above is clearly uninformed enough that they will certainly not be aware of these subtleties."

"Popular efforts to improve education are focusing on the wrong problem. Millions of dollars and hours of innovation are being spent on improving how we deliver content in an era when content matters less and how we interact with it matters more."

he job of teaching * Join in the discussion reddit this Comments (1) Wendy Berliner Guardian Professional, Monday 3 October 2011 18.30 BST Article history Teacher Daniel Hartley from Chulmleigh Community College, Devon. Photograph: Apex Back in the summer we decided here at GTN HQ that, with our membership rocketing, it was the right time to mark our first six months in operation with a survey to find out what members thought about teaching today. There were questions across a wide spectrum of topics and, at the end, we left a free text box for teachers to add any comments they wanted to share. It was the dying days of the summer holiday - August 25 - when it went out just after lunch. We knew the survey would take ten or 15 minutes to complete so we weren't quite expecting what happened next, but within those first few hours after its release, we realised you had started something big. By 10.30pm that night we'd had several hundred questionnaires back, which in itself was impressive with many teachers perhaps still away on holiday or back but busy preparing for the new term. The most impressive thing of all was the content of those text boxes. There was just so much of it. Some people wrote several hundred words at a time, speaking clearly from the heart and arguing cogently against the things they felt were going wrong in education. A love of teaching and vocational pleasure felt working with children and young people emerged but it was emerging from a fog caused by far less pleasant aspects of the job - disrespect from society and governments, bullying by senior management, other teachers, parents and students, despair at the parenting skills of some homes and despair with government targets and league tables that were funnelling education into an ever thinner tube feeding stuff that improved Sats and exam results rather than nourishing a lifelong love of learning. One former solicitor questioning the sense of the switch into teaching said: " M

"So I'd like to get more specific about what I think is wrong about the Khan Academy approach by writing about things I see as wrong with the way we teach math in the US. No matter if we agree or not about Khan Academy, I'm fairly certain we can agree math learning is not going as well as we'd like (to say the least.) Too many people are convinced by the system that they "hate math", and even students who do well (meaning, can get decent test scores) are often just regurgitating stuff for the test, knowing they can safely forget it shortly afterward."

"The educational thought experiment I wish to undertake concerns curriculum. Not the specific content of curriculum, but the idea of curriculum, what any curriculum is, regardless of subject. Like Copernicus, I propose that for the sake of better results we need to turn conventional wisdom on it is head:  let's see what results if we think of action, not knowledge, as the essence of an education; let's see what results from thinking of future ability, not knowledge of the past, as the core; let's see what follows, therefore, from thinking of content knowledge as neither the aim of curriculum nor the key building blocks of it but as the offshoot of learning to do things now and for the future."

Article about the breadth of opportunities for those who can code. "There are countless jobs and industries that use coding and computer science, and these are all creative in different ways. Some are creative in the way art is, some are creative through their problem solving, and many are creative in other ways."

It never ceases to amaze me how Google has become such an integral part of our lives. Search has evolved in such colossal proportions and especially with the advent of Google instant my belief that Google can actually read my mind has only been fortified. Search Marketers around the world are always on their Toes and as Google states "Don't try to follow our algorithm but try to think about the direction in which we are heading, build content for the users and not the search engines". I sometimes wonder if Google was actually a person he would be an amazing election candidate. But then again the high and mighty also have their share of secrets, secrets that should never come up, what I am about to reveal can be touted as one of the many chapters of the Da Vinci of Google.

The educational thought experiment I wish to undertake concerns curriculum. Not the specific content of curriculum, but the idea of curriculum, what any curriculum is, regardless of subject. Like Copernicus, I propose that for the sake of better results we need to turn conventional wisdom on it is head:  let's see what results if we think of action, not knowledge, as the essence of an education; let's see what results from thinking of future ability, not knowledge of the past, as the core; let's see what follows, therefore, from thinking of content knowledge as neither the aim of curriculum nor the key building blocks of it but as the offshoot of learning to do things now and for the future.

Back in 2005 I did an evil, evil thing. Discovering the proliferation of websites where student plagiarists could copy essays, I wrote a Trojan horse paper about the Magna Carta and seeded it on a few plagiarism sites. The essay is basically wrong from beginning to end. Amongst other silliness, it claims that King John's titles included Duke of Hazzard

"Reflective practice occurs when teachers step back and evaluate the learning environment. The teacher looks at himself or herself. They ask, "How can this be better?" They identify what went right or wrong. It occurs both during the learning events and after."

"I was wrong. One year ago I left the internet. I thought it was making me unproductive. I thought it lacked meaning. I thought it was "corrupting my soul. It's a been a year now since I "surfed the web" or "checked my email" or "liked" anything with a figurative rather than literal thumbs up. I've managed to stay disconnected, just like I planned. I'm internet free."

"The internet has allowed us to see what would have otherwise remained unseen. Everyone with access to a smartphone, a Twitter or Facebook account now has the ability to report on what is happening anywhere, at any given moment: a comet crashing, bridge cables snapping, a subway bombing. For this fact alone, I love it. But I've had an increasing personal discomfort on one front. Within the bounds of journalism, the fact that someone accused another of having done something wrong has never been enough to warrant an attack. At the very least, you are required to get the other side of the story - but this principle doesn't apply online."

"Now this is what I call thinking outside the box."

"As a teacher I was highly influenced by Howard Gardner, and spent a great deal of time matching up students to how I thought they learned best. It gave me hope that all students can learn as long as we find ways to introduce information to them in a way that works for them. I blindly moved forward thinking that I was finding each student's learning style. I was wrong."

"Something is wrong on Twitter. And people are noticing. Or, at least, the kind of people we hang around with on Twitter are noticing. And it's maybe not a very important demographic, this very weird and specific kind of user: audience-obsessed, curious, newsy. Twitter's earnings last quarter, after all, were an improvement on the period before, and it added 14 million new users for a total of 255 million. The thing is: Its users are less active than they once were. Twitter says these changes reflect a more streamlined experience, but we have a different theory: Twitter is entering its twilight."

This looks very interesting. The potential is huge for students to develop apps for the Android platform. How can apple beat this one if they have locked down their apps store? The great thing about App inventor is that it looks like it has been modelled on Scratch 'Blocks' of building scripts. My Grade 5 and 6's (some whiz kids lower) would love to get their hands on this. The potential for them to develop their own apps for perhaps an Android tablet or smart phone is enormous. Rich and authentic possibilities for learning. Have DEECD made a wrong choice in going with the ipad? 

"But what convinced me that I truly was wrong about the iPad and its prospects for the future weren't the reports coming in about its tremendous retail success. That could still be accounted for by initial fervor for a new product by Apple, which, few will argue, has become the "it" company of late. No, it was a few select apps that convinced me that the iPad was here to stay, and that that was a good thing. Below are those apps, along with why I think they're serious game-changers. "

Air Video is great, this is an awesome app. I have used it to share videos off my laptop for students to view on the iPad. Nice summary of cool iPad Apps that are serious game-changers.

Good article, I also love air video for the ipad although I am a big fan of Zumocast, too :)

"Thankfully, there are ways to restore your online reputation. While you might think that reducing your internet presence is the way to go, you'd be wrong. The key to managing your reputation is to spend more time online, not less. The advocates of this approach argue that polishing your online persona could soon join healthy eating and exercise in your arsenal of everyday life-maintenance chores. So how exactly do you go about it?"

Our society has been irreversibly affected by a new phenomenon in InfoWhelm - an unparalleled access to a wealth of online information, never before seen or heard of. Learning has truly become a lifelong pursuit, and it can happen anytime and anywhere in our Information age. But how do we determine good from the bad, interpret right from wrong, and distinguish complete, accurate, and usable data from a sea of irrelevance and digital inundation? The skills to help us best understand and make use of the wealth of knowledge at our fingertips is essential to life and success both in the classrooms and workforces of the 21st century.

"Terry Moore found out he'd been tying his shoes the wrong way his whole life. In the spirit of TED, he takes the stage to share a better way. (Historical note: This was the very first 3-minute audience talk given from the TED stage, in 2005.)"