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nstead of classrooms, PlayMaker School has a suite of spaces that are interconnected physically and visually. There’s an ideation lab, a maker space, and an immersive gaming and learning zone where the students can try out the games they create and the software they develop.

When you put math and science teachers together, they can cross-collaborate on lesson plans. If they’re teaching trigonometry or wave properties in math, they know they have to pull in the physics faculty also.” Schools that embrace STEM end up retraining. “They have to stretch their conception of what’s being taught.”

They were inspired by facilities that “let spontaneous collisions happen,”

They argue (or school administrators hear) that it is now up to the teacher and a more modern classroom dynamic to manage this rapid, Internet-fed information stream to support learning (Bonk 2010). Persons outside the library profession often do not realize that much of the information found in lib

They assert that school libraries should continue providing access to both digital and print-based information for as long as possible, and that these goals are not mutually exclusive (Gray 2009)

Transform the library’s physical space into a collaborative work area that celebrates information gathering, analysis, and sharing. At the core of a digital library is an e

1) focus on project based learning 2) focus on play 3) focus on student-centric learning & passion (applied in both kindergarden and graduate school) 4) focus on practical problem solving 5) focus on the spirit of kindergarden 6) some outside the classroom learning 7) support activities & support structures for facilitating student passions 8] Everyone likes the physical world & experience (not just kids) 9) Can do media & virtual words too, in conjunction with physical world (particularly for modeling of complex systems) 10) Challenge to integrate individual/personal passion into group projects & collaboration (connect similar interests or complementary skills in an “organic way”) 11) There is a distinction between emergent collaboration and the order of “you 3 work together” 12) Scratch can change education–mirroring the use of Logo before it. Also, scratch mirrors snapping Legos together to create “media rich projects and share in an online community” Its programming for novices. Its accessible & tinkerable. Its about meaningful projects (not just generating list of prime #s). Resnick also points to the interesting program of Alice at Carnegie Mellon which is 3-D, but it unfortunately isn’t as meaningful & personal & social as Scratch. They’ve had 1 million projects in 3 years from kids around the world

Taking advantage of a network of curators working for you (building your own customized network), consuming their curated information Collecting, organizing, connecting, attributing, interpreting, summarizing the vast amount of information that comes across your desk/ feed /books/articles/etc.  for YOURSELF! Becoming consciously the curator for others for a particular niche, area of expertise or interest. Disseminate resources, add value, put in perspective, create connections, present in a different light/media/language. Real time curation allows you to be part of an event, that you physically might not be attending or being on the opposite end allows you to be the bridge for others to participate at an event where you are present, but your network is not.

The Google model relies on rapid experimentation and data. The company constantly refines its search, advertising marketplace, e-mail and other services, depending on how people use its online offerings. It takes a bottom-up approach: customers are participants, essentially becoming partners in product design.

The Apple model is more edited, intuitive and top-down.

Steve Jobs had a standard answer: none. “It’s not the consumers’ job to know what they want,” he would add.

Understanding how to use Python, or write code to solve problems, is just a way of having an additional tool to be creative with."

"The old teaching method — you know, where a teacher says something and you write it down and then take a test — that's about as passive as it gets," he says. "This idea pushes kids to be more actively involved since, by and large, it's something we're both learning together. That leads to a lot of innovative teaching — and a lot of innovative learning, for that matter."

"I'm certainly not a coder," says Lisa Brown, an English teacher and head of the English department at Beaver. "But, like anything, the more I've played around with it the more I've realized there's a lot that's really accessible and understandable."

You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.

Your students blog or tweet or network in some way about what they are reading

You review and promote books in your own blogs and wikis and other websites. (Also Reading2.0 and BookLeads Wiki for book promotion ideas)

Top priorities include promoting a greater emphasis on depth over breadth in understanding science and getting young people to continually engage in the practices of both scientific inquiry and engineering design as part of the learning process.

core scientific concepts revisited at multiple grade levels to build on prior learning and help facilitate a deeper understanding.

“next generation”

One outcome of inviting these innovative, accessible, and transformational technologies into our schools will be the removal of some of those hindrances that are blocking prized paths. If we can facilitate meaningful active learning experiences that demonstrate academic gain, this may lead to restructuring the framework, both physically and philosophically, of our schools.

how can spaces that have essentially been designed the same way for 100 years still serve the learning needs of our students in the 21st century?

When you stand in a classroom and look out at your students, what does the layout of that room say about the educational philosophy of your school?

Whatever technology you're placing into school, the physical learning environment should support the same pedagogical objectives that prompted the integration of the technology. Everything should work in unison to create an atmosphere that encourages and fosters 21st century learning objectives.

Singer describes critical thinking as the ability to simultaneously comprehend, analyze, and evaluate a line of reasoning, a concept, or a problem relative to one's own perspective and the perspective of others to arrive at deeper understanding.

AP physics class, students use the same deconstruction skills to break down free-response questions, examine the information, and then synthesize it to create diagrams and experiments.