An online education directory that's shutting down after five years, never had its breakout moment, but it still had an outsized effect on the region's startup community.

Interesting- Bellow's latest project is eduClipper, an educational "digital clipboard" that curates educational content online. "eduClipper works on the same 'shared resources' premise as eduTecher," he explained, "but now I'm flipping the equation and instead of providing information to the masses I'm getting teachers and students to the eduClipper site to share their own information."

Driving Change to Transform Schools (6 factors from a recognized school's Principal)

Badgestack and Longwood U combine forces to offer students a head start on what they need to know to succeed in today's work force.

Must see webinar. >>Dr. Glenn Kleiman, Executive Director of the Friday Institute of Educational Innovation in the College of Education at North Carolina State University moderated this discussion with Chris Dede and David Rose held on November 15, 2012. The intersection of mobile computing, social software, and augmented realities enhances and increases opportunities for personalized learning. How do we capitalize on the rich array of technologies to not only engage students, but to provide multiple pathways for expression by all students? David and Chris, both members of the working group that developed the National Education Technology Plan in 2010, discussed future directions for digital learning, including universal design for learning, augmented realities, and social and mobile technologies.

A growing number of kids at increasingly younger ages are engaging in online social networking today-a development that is leading to a surge of news stories, media attention, and economic investment. In this paper, produced with the generous support of Cisco Systems and the Digital Media and Learning Hub at the University of California, Irvine, scholars Sara Grimes and Deborah Fields argue that these shifts in usage and public discussion demand a better understanding of the ways that social networking sites mediate kids' socializing and the opportunities and limits they place on kids' participation, particularly for young children.

The SPINNER project from the Responsive Environments Group at MIT Media Lab is the first research platform designed to investigate the world of ubiquitous video devices. The Spinner can automatically edit video to fit a narrative structure. It uses video from cameras installed at the Media Lab and sensor data from people generated by wearable smart badges to track their activity and location. The system then creates a video using the characteristics detected from the sensor data with the video captured by the cameras.

Delivering on the promise of Learning Analytics in Higher Education

By: Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J. Robison Margaret Weigel

- A Manifesto for Mobile Learning

Mandela Schumacher-Hodge, a former public school teacher and Ph.D. candidate in urban schooling, stood on the stage in a small auditorium in the America Online offices here one recent afternoon as three Silicon Valley investors told her how to best communicate with teachers.

Report: Schools Should Move from Print to Digital Content by 2017

Adults these days (especially those who love themselves some Dateline) seem really into chastising video games those crazy kids are into as symptomatic of the human race's inevitable, steady decline. Like every hobby and medium, legitimate concerns regarding these technologies certainly exist, but their complete lack of validity is decidedly not amongst them.

Interesting research studies based on the work of Computers for Youth and its impact. Access here: http://cfy.org/impact/impact-on-families/

When we think about education reform, we usually focus on teacher quality. The big battleground in education revolves around holding teachers accountable for their performance. With all the focus on teachers, however, one group that is often forgotten as a key learning resource are the students themselves.

Increasingly, digital games are cropping up everywhere in education. And that's stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources. The expectation-setting stats and statements, at least, are straightforward.

Marc Prensky has written a number of books about the integration of technology and education. In his latest, Brain Gain: Technology and the Quest for Digital Wisdom, Prensky argues that technology can be used to enhance the human brain and improve the way we process information.

In Disrupting Class we explained that prosperity is a bittersweet reward. Poverty often serves as an extrinsic motivator for some students, as it causes them to endure monolithic, batch teaching of subjects like math and science. When prosperity has removed this source of motivation, the solution must be to make learning intrinsically motivating. Student-centric learning will play a key role in addressing this challenge. The purpose of this paper is to draw upon another model from our research on innovation to dive more deeply into students' motivation to learn. If children are motivated to learn and if we enable each one to learn effectively, we will have an education system with a great performance record. As the late educator Jack Frymier often said, "If the kids want to learn, we couldn't stop 'em. If they don't, we can't make 'em."