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Over the coming weeks UNESCO, in partnership with Nokia, will launch its Working Paper Series on Mobile Learning with the release of a set of twelve papers reviewing mobile learning initiatives, implications for ICT in education policies and how mobile technologies support teacher development. The papers will be released according to regions of the world.

"Become skilled on using a tablet in your classroom. As 1:1 iPad® or BYOD (bring your own deviсe) initiatives continue to evolve, we want to prepare teachers to use Sophia with their students on their iPad® or other tablet deviсe. Learn how to create and consume content on an iPad®: Migrate old lessons to the tablet Create new units or tutorials on the iPad® Leverage great academic content from other teachers and professionals, like Bill Nye The Science Guy "

"This ADL Mobile Learning Handbook is compilation of mobile learning resources. This is a living document and will be regularly updated. This Handbook is separated into the following sections: Basics - What mobile learning (or mLearning) means, its capabilities and use opportunities, potential benefits and common concerns. Planning - List of choices to consider for appropriate use of mobile devices in learning, including questions to assist in planning. Examples - Examples of mobile learning projects and initiatives of interest. Best Practices - Tips and advice for designers and developers. Design & Development - Design considerations and development options. Resources - Recommended links for additional information on mobile learning. Glossary definitions."

"There are a couple dozen ways to 'use' technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn't guess, it's not. "

"There is a remarkable difference between using and interesting technology in education. Several teachers who think that they are integrating technology into their curriculum are simply using it because they still haven't questioned and identified the reasons behind using technology. Integrating technology is different  and as Kip Rogers writes in his wonderful book "Mobile Learning Devices ", I've also experienced schools and classrooms where: True integration of technology happens ... where technology is accessible and available for activities as they are initiated. True integration of technology happens when form supports function when the tools support the goals of the curriculum and assist students in reaching their instructional goals. It is not about technology, it is about what you can do with this technology that matters."

CoZa Cares has recently been involved in many discussions around open source content, free textbooks, and how we can collaborate with other great educational initiatives to bypass the ineffective and corrupt textbook distribution process. On this topic, we want to share the work that Breadbin Interactive is doing to provide free content direct to teachers and learners - without all the storage, transport, or distribution cost issues.

"Bring your own device" (BYOD) initiatives are relatively new in education, cropping up in the last few years as schools-under tight budget constraints-seek ways to leverage student-owned devices for learning. Supporters of the BYOD movement say students are instantly more attentive and better behaved when they are encouraged to use their own mobile devices in the classroom, but educators face a number of challenges in making BYOD work in their schools.

There are many handheld devices and digital "gadgets" available to support all types of new teaching and learning initiatives. This pages will provide links to some of the resource pages specifically designed to enhance the use of these devices in the K-12 classroom. From Kathy Schrock

"I've been seeing a lot of people on social media looking for a social media policy and / or an acceptable use policy. So I offered to help spearhead an initiative where some of our amazing readers could help craft these policies from scratch. It started out very basic but, 400 edits later, has materialized into a thoughtful and well-organized document that's a great template for any school."

Earlier this morning I was asked for a list of alternatives to Picnik for editing and adding effects to photos. I had this list handy, but I have another good photo editor to add to the list. I learned about PicMonkey from one of Jim Sill's Tweets last week and I finally gave it a try this morning. My initial impression is that it is a lot like Instagram except that it functions on the web instead of as an Android or iOS app.

"Leadership is key to the use of innovative tools and the successful integration of digital aged literacy as mainstream in district K-12 education rather than just in isolated classrooms. Modeling use of Web 2.0 technologies and resolving policy issues hampering best practice use of digital media is a critical challenge for district level administrators. Transformative Leadership with Web 2.0 is an assessment tool for school leaders to help identify level of engagement in becoming a Transformative Leader with Web 2.0. "

Over the past several weeks UNESCO has been publishing individual titles in its Working Paper Series on Mobile Learning. Recently the Organization concluded the first phase of the Series by releasing two Global Themes papers.  These papers, unlike previous titles, are not region-specific.  Instead they synthesize information contained in the regional papers to identify salient trends that cut across geographic boundaries. One paper, Turning on Mobile Learning: Global Themes, highlights issues policy makers and other stakeholders should consider when infusing mobile learning into education systems.  The other paper, Mobile Learning for Teachers: Global Themes, examines characteristics shared by programmes that assist educators, either by aiding their work in schools or by helping them improve their own pedagogical and content knowledge.