EdL620LLC (This is not for EdL325IT)

That document (embedded below) contains dozens of tips on how to use the iPad in the classroom.

Anecdotal accounts of how electronic whiteboards have improved teaching and learning

Research study results documenting the impact of electronic whiteboards on teaching and learning

When the iPod notion was presented to the decision makers, it was pointed out that most students would be by far more motivated to take on certain courses. Not only is using iPods in education an opportunity to look cool, it fuels the learning process by catering to some students' passion for

electronics and gadgets

The classroom document camera is an amazing tool that allows students to have a more dynamic and interactive classroom.

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The method described in this article is really only good for mono cassettes, i.e. spoken word, live recordings done with a boom box, etc. where the quality of the tape already matches the lower quality of the recording method. The only real way to do this right is to buy a) a high quality tape deck with stereo RCA outputs, b) a nice PC soundcard with stereo inputs, and c) a soundcard and/or audio recording program that includes noise reduction (specifically those designed for transfers from LP or cassette to digital).

we need to train our brains for a flexibility that can be achieved only by engaging our creative potential.

creativity doesn't just come from artists. In fact, there are approximately 170 occupational classifications that make up "New Work," which can be grouped into five major categories based on the types of knowledge, skills, and aptitudes needed. They are Creative, Education, Social, Technical, and Strategic

Being able to pre-visualize how your story will unfold is becoming a vital skill to have for storytellers.

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In theory, ability grouping increases student achievement by reducing the disparity in student ability levels, and this increases the likelihood that teachers can provide instruction that is neither too easy nor too hard for most students. The assumption is that ability grouping allows the teacher (1) to increase the pace and raise the level of instruction for high achievers, and (2) to provide more individual attention, repetition, and review for low achievers. The high achievers benefit from having to compete with one another, and the low achievers benefit from not having to compete with their more able peers.