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Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.

This a great tool for teachers who already use random selection in their cassroom...eliminate the popsickle sticks and all students to see their name come up on the screen!

A robust rebuttal of Prensky, Tapscott, et al's assertions that contemporary generations are more technologically proficient than their predecessors. The counter-argument is that our society has become more technological and individuals are more or less well adapted to this change. The author of this rebuttal (Pontefract) makes a case based upon logic, personal experience, and several recent research studies.

A great site of rubric maker tools, very informative one, recommended .

Links to tools for creating rubrics in a variety of subjects, including some that can be used for undergraduate level work, such as team work assessments and writing rubrics.

A great read about technology integration in the classroom and using technology in general.

Textivate is a web application that allow you to generate interactive browser based activities on text up to 500 words. You can produce phrases or word cards. You ca use it for sequencing.

An iPhone app that allows teachers to call more parents, more often. With Dash, teachers can log student performance and generate a daily speed dial of parent numbers. At the end of each conversation, Dash instantly creates a call log and analytics that inform future parent contact and ensure no student is overlooked. Parent engagement and data that teachers need to fast-track student success are now only a click away.

An open repository of free and fee-based digital content that is searchable, educationally relevant and aligned to Next Generation Sunshine State Standards.

This article is by Dr. Hoffman, Associate Professor and Coordinator of the ALIMA program at UCF. It provides guidelines for creating digital learning materials for those with accessibility issues, such as learning disabilities, or vision and motor impairments. The fact that I had no idea that's what the article was about (I was thinking about general accessibility for everyone) is an indication that this is a topic that deserves more attention, awareness, and application in practice. The article will be freely available as a PDF from this webpage when on campus or logged into the UCF proxy server.

This website gives you all the information needed to obtain a Florida's Teaching License, such as General Certification Requirements, Renewal Requirements, Certificate Additions, and etc. If you are not ESOL endorsed yet, check this website to see the steps you need to take!

Great site for chemistry teachers, about.com has great information for teachers in general.

Wordle is a toy for generating "word clouds" from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like.

Wordle is a toy for generating "word clouds" from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like.

Webcast in five days, great resources to help celebrate Constitution Day and develop habits of citizenship in a new generation of Americans, presented by the National Constitution Center. Lesson Plans and Activities for Kids from the National Constitution Center.

A plethora of activities for pre-k to middle school. Make worksheets, take on-line quizzes for all subjects.

Free math worksheets, free math games, grammar quizzes and free phonics worksheets and games. Worksheets and games are organized by grades and topics. These printable math and phonics worksheets are auto generated.

Extensive collection of annotated links related to using Twitter effectively. There are numerous resources for general users, but there are many educator-specific articles as well.

An open repository of free and fee-based digital content that is searchable, educationally relevant and aligned to Next Generation Sunshine State Standards.

FloridaVCM provides many digital curriculum resources to teachers, registration seems to be required. Many digital learning experiences can be purchased by teachers, and some resources seem to be free (once you register).

An open repository of free and fee-based digital content that is searchable, educationally relevant and aligned to Next Generation Sunshine State Standards.

A creative studio space to explore storytelling and the moving image. Download free video, images and sound and upload your own media. Create your own storyboards and share them online.

App creation has become a solid launching point for students interested in the pursuit of computer science education.

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