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I agree with Audrey Watters -- we need a way to QUESTION TED talks. Good ideas worth spreading are worth interrogating and discussing. There is NO platform for that and a growing issue, I think that TED MUST address if it is going to live long and prosper. Good educators, good leaders always question and are curious. We try things out and we wonder. We want solutions but solutions packaged in a cute 15 minute presentation aren't ever really as simple as they seem. There is a different between a sound byte and a bit of something I can REALLY use.  I agree with Audrey - READ her post. My worry is that we're spreading ideas that haven't, perhaps, been tested and gone through full examination. IF we didn't learn anything from the Mortensen "3 cups of tea" fiasco then education deserves to be mislead again. We should examine and have transparency with the speeches and be able to continue the conversation. "But I have questions. I have questions about this history of schooling as Mitra (and others) tell it, about colonialism and neo-colonialism. I have questions about the funding of the initial "Hole in the Wall" project (it came from NIIT, an India-based "enterprise learning solution" company that offers 2- and 4-year IT diplomas). I have questions about these commercial interests in "child-driven education" (As Ellen Seitler asks, "can the customer base be expanded to reach people without a computer, without literacy, and without any formal teaching whatsoever?"). I have questions about the research from the "Hole in the Wall" project - the research, not the 15 minute TED spiel about it. I have questions about girls' lack of participation in the kiosks. I have questions about project's usage of retired British schoolteachers - "grannies" - to interact with Indian children via Skype. I have questions about community support. I have questions about what happens when we dismantle public institutions like schools - questions about

" Kristy Cooper's insanely rigorous mixed methods study, Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices, published in the April 2014 American Educational Research Journal, does an exceptional job of showing what works. Cooper, an award-winning researcher at Michigan State University with an MA and Ed.D from Harvard, examined the impact of three well-supported strategies that teachers employ to increase student engagement. As you read each summary below, try to guess which practice had the greatest impact." Todd Finley shares the three methods and asks which has the most impact: 1) Lively teaching, 2) Academic Rigor and 3) Connective Instruction. A fantastic must-read on student engagement that you'll want to email your staff.

I.R.O.C.2's Program getting press in the examiner out of Newark.

Article examines the use of laptops in school.

Article from Rethinking Schools examines the use of laptops in school. She writes ,"I also believe it is vital to discuss ways in which people have used technology to create a more just world."

"A report out examined the factors that influence 'maths anxiety' among primary and secondary school students, showing that teachers and parents may inadvertently play a role in a child's development of the condition, and that girls tend to be more affected than boys."

Nice article to spread around to teachers as they hit post planning. From edutopia, it asks us to do what all of us teachers should constantly do: examine ourselves. Change is a way of life. I've got quite a few I'm pondering for myself as well.

As you talk about the Olympics beware of putting too much emphasis on gifts. Many people are gifted but few are willing to pay the price of persistence and seeking of wise counsel to get where they are. It is a great time to look at habits and examine our own. Are we Olympic in our pursuits of our own dreams or are we happy to sit in our chair eating popcorn complaining about how we never get a lucky break. 

Online tool for uploading, dissecting, and examining all of the separate images that make up a single animated gif. Good for reconstructing how an animated gif was created, and figure out just how many still images go into creating an animated gif.

Upload your Charles Dickens lessons and resources in this competition to submit the best resources. This is a UK competition, but perhaps some others may want to enter as well. I also wanted to include this because of the great list of Charles Dickens resources here. If you teach Great Expectations or any other Dickens classic, you'll want to download these free lesson plans and resources. To be eligible for the Charles Dickens / Literary Heritage competition, all lesson plans & teaching resources shared must only cater for texts by authors found in the literary heritage section of the Secondary English National Curriculum, or from current GCSE & A Level awarding body specifications for English. Your can submit resources for poetry, prose or drama texts (or all three!) across the relevant key stage. At GCSE and A Level, resources can be submitted to support teaching and learning of controlled assessment and / or examination units. When you upload resources for entry to the competition, please take care to tag and classify your resources accurately in the relevant key stage, topic and sub topic areas. For example:

Howard Rheingold's CRAP detection for examining validity of information we find on the web.

Use this interactive online ear diagram to examine the workings of how we hear sound. You can embed the ear on to your website (much better that embedding a website in to your ear!) Found via @WengersToyBus http://ictmagic.wikispaces.com/Science

The course is an ideal introduction to the world of computers and IT in an increasingly digital world. The course practically examines a multitude of topics including data, problem solving, biometrics and security and more.

AN ONLINE EXAMINATION OF HUMAN ANATOMY AND PHYSIOLOGY Visually Learn About the Human Bod

The internet is not a larger version of a library where you can examine the pieces of content that you need one by one and approve them. The internet is fundamentally something different simply by it's size, scope, growth and ability to change. Filters do not solve problems.

I overheard a great conversation yesterday. Two girls were chatting behind me in the queue in the Post Office. From their discussion about school options and examinations, I'd say they were around 14 and 15 years old. Here's part of the conversation, it really made me smile. Girl #1: My mum doesn't even know I'm on Facebook. Girl #2: Oh gosh, you're on Facebook too? So am I. My parents don't know either; my mum doesn't like the idea of me being on it.

The impact of schools on student achievement has been of great interest in school effects research the last four decades. This study examines trends of school effects on student achievement, employing three national probability samples of high school seniors: NLS:72, HSB:82, and NELS:92.

For most of us, science arrives in our lives packaged neatly as fact. But how did it get that way? Science is an active process of observation and investigation. The Evidence Project examines that process, revealing the ways in which ideas and information become knowledge and understanding. a case study in human origins In this case study on human origins, we explore how scientific evidence is being used to shape our current understanding of ourselves: What makes us human-and how did we get this way?

A framework for examining higher order thinking skills in a digital world