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At the same time,

probably

seemingly re-found public appetite

There’s a bit of magic in the process where wholes become more than the sum of their parts and tools and creativity are melded.

I just want to make sure we don’t forget that these characteristics are driven by our behavior, not the tools we use, which remain inert whether we sleepwalk through their use or not.

All the study in the world won’t produce a painting by itself, so figuring out the tools is necessary. But the end result is mostly interesting without any knowledge of the brand of paint, the weight of the canvas, or even the particular tools used to transfer paint from the palette.

It doesn't matter when you learn it, so long as you learn it. A student’s grade should reflect her current understanding of the course, not last month’s, not her understanding when it was convenient for me to assess her. Keep a loose grip on your students' grades. My assessment policy needs to direct my remediation of your skills. My comprehensive test on "Twelfth Night" won't do much for us two months down the road when you come in looking to patch yourself up. Assign separate scores to "Twelfth Night Themes," "Twelfth Night Vocabulary," and "Twelfth Night [whatever else it is you English teachers do]," scores which can be targeted and remediated individually. My assessment policy needs to incentivize your own remediation. How many students will put in the effort to remediate their skills if the reward isn't tangible and immediate? Traditionally, what do you have? The promise that your studying here at lunch is really gonna pay off on the next test? Which is in three weeks. The student's like, awesome, glad I came in.

To create closer links between research and practice it is recommended to combine more fundamental, small scale research or research focused on specific ICT tools with research that is much more linked to practice.