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A site that actually keeps up with class activity-in real time. Anyone can ask and answer questions on Piazza. With students teaching students, conversations on Piazza can continue long after office hours are over. Piazza gives students anonymity options to encourage everyone-even shy students-to ask and answer questions. Instructor endorsements of good questions and answers let instructors push the class in the right direction.

An awesome resource to share with students! As a teacher I regularly refer to Bloom's Taxonomy when I am planning or developing questions for my students to ponder and respond to. This resource provides a great explanation of the thinking processes that the learner should experience at each of the levels in the taxonomy. The chart offers sample questions in very student-friendly language. This will be helpful as I encourage my students to stretch their questioning and thinking from the knowledge level through the higher levels. 

Excel Formulas and questions answered

How to Leverage the Potential of Mathematical Errors Author(s): Wendy S. Bray Source: Teaching Children Mathematics, Vol. 19, No. 7 (March 2013), pp. 424-431 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0424 Accessed: 29-01-2016 05:23 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content do 3 on Fri, 29 Jan 2016 05:23:09 UTC 3 on Fri, 29 Jan 201 ll use subject to JSTOR Terms and Conditions 424 March 2013 * teaching children mathematics | Vol. 19, No. 7 Copyright © 2013 The National CounTcilhoisf TceoanchteenrstodfoMwanthleomadateicds,fIrnocm. w1w3w2..n1c7tm0..1or9g3. .A7ll3rigohntsFrreis,e2rv9edJ.an 2016 05:23:09 UTC This material may not be copied or distributed electronicaAllylloruisneasnuy bojtehecrt ftoormJSatTwOithRouTt ewrrmittsenapnedrmCisosniodnitfiroomnsNCTM. x www.nctm.org to Leverage the Potential of Mathematical EIncorporrating arfocus oon students'rmistakses into your instruction can advance their understanding. By Wendy S. Bray elling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during math- ematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error m

An indicting, thought provoking series of questions from a hypothetical student to each of us.

This provides guidelines and structure for asking quality questions in alignment with the standards.

A perpetual question that we face as designers of online instruction, in the era of rapidly evolving communication technologies and learning management systems, is: how do we create a vibrant community of learners online?

A perpetual question that we face as designers of online instruction, in the era of rapidly evolving communication technologies and learning management systems, is: how do we create a vibrant community of learners online?

Need interesting questions to start class discussion? Try Plinky.

A new educational software program being implemented this year in our schools' extended day program is Kids College. This program is through a company named Learning Through Sports. LTD helps students with literacy, math and science. It is an adaptive program that works at each students level. Teachers do not always have the time to differentiate instruction. This program adapts to the students level and works on the gaps in their knowledge. The way the program works is that it motivates the students using their competitive nature. Student chose a team and the sport they want to play. The level they are working on is independent of their contribution to the success of the team. The team succeeds as long as the student succeeds. After answering questions they move through the levels by participating in the sport of their choice. The sports they students can play are: basketball, snowboard, golf, foosball, hockey, rugby or baseball. The video games have wonderful graphics which are attractive to the players. The program is aligned with the state standards and the common core standards. It provides reports of students success for teachers, students and parents.

Can be used to post questions to students, which they can access via computer or any other type of i-pad, i-phone or android. Also can be used for real time responses during class

digital learning and how it transform the classroom

Interesting article on Arizona schools that showed no improvement in student learning with addition of technology. Provides reasons and teacher responses to budget shifts.

Support for implementing Common Core Standards in the classroom. Links to sample PARCC assessment questions and classroom resources.

How the digital push is transforming schools.

This has been in Beta for a while but they have a pretty good free version available. This allows for online question response and instant feedback like a set of classroom clickers some of us use. It works well and is free so check it out.

Like a Polleverywhere.com but better! Allows for quizzes, exit slips and more.

Socrative lets teachers engage and assess their students with educational activities on tablets, laptops and smartphones. Through the use of real time questioning, instant result aggregation and visualization, teachers can gauge the whole class' current level of understanding. Socrative saves teachers time so the class can further collaborate, discuss, extend and grow as a community of learners.

A deceptively simple set of questions school administrators (or any engaged stakeholder!) can use to evaluate the purpose and effectiveness of educational technology implementations. Influenced by the work of Marc Prensky and somewhat consistent with Welliver's Instructional Transformation model.

Physicist Werner Heisenberg said, "When I meet God, I am going to ask him two questions: why relativity? And why turbulence? I really believe he will have an answer for the first." As difficult as ...

Fads, trends, and lingering questions in ed tech