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What does Google Moderator do? Google Moderator allows you to create a series about anything that you are interested in discussing and open it up for people to submit questions, ideas, or suggestions. These are called submissions.  Anyone can come to the site and submit a question, idea, or vote, and anyone can vote. Google Moderator shows you a question in the box with the blue background. This is called the Featured Question. A topic is a way to break up your series into smaller, more manageable topics of discussion. You can have one topic, or multiple topics. For example, if you create a series of 'Book clubs' for your organization, topics could be 'Fiction,' 'Non-fiction,' or 'Auto-biographies.'

Input a series of questions and answers into a easy-to-use form. It will generate a QR code for each question. Put the QR codes around your school. Students find and answer the questions.

As a 21st century teacher, have you ever took the time to ponder on the skills you need to work on to improve your teaching ? what about technology, is it included in those skills ? Posing such questions and trying to find answers to them is one major component of a successful teaching experience. It is a healthy process indicative of a sound professional growth and the more we ask questions the better our teaching practice becomes.

"EdPuzzle 3 Minute TOOL-torial: Add Questions to Videos, Monitor Progress, etc. EdPuzzle is an awesome free tool that makes it a breeze to embed questions in YouTube and Vimeo videos. When students log in and watch the videos on EdPuzzle, you can then see their progress. Did they watch it? How did they do on "

Flipped classroom teachers almost universally agree that it's not the instructional videos on their own, but how they are integrated into an overall approach, that makes the difference. In his classes, Bergmann says, students can't just "watch the video and be done with it." He checks their notes and requires each student to come to class with a question. And, while he says it takes a little while for students to get used to the system, as the year progresses he sees them asking better questions and thinking more deeply about the content. After flipping his classroom, Bergmann says he can more easily query individual students, probe for misconceptions around scientific concepts, and clear up incorrect notions.

"FlipQuiz™ provides educators with a quick way to create your own gameshow-style boards for test reviews in the classroom. Traditionally, these are created tediously, using poster board, chalkboards, PowerPoint™ or dry-erase markers on overhead slides. The review questions themselves are usually written on a separate sheet of paper. With FlipQuiz™, questions are displayed on-screen and boards are saved for later use. Combined with a beautiful board, students are more likely to be interested and stay engaged with the test review process."

Young children are increasingly using tablets (as well as smartphones and other devices with touch screens) in early education settings and with family members. This raises important questions, such as when and how these devices can be used with young children.

A common question that we get with regard to technology projects is "how do I grade it?" The 21st-century communication and collaboration skills which are used with most technology based projects are, in many ways, real-world problem-solving skills. The standard, multiple-choice type tests simply are not going to be able to assess students' learning. Instead of thinking of the assessment itself as the measurement, we are going to need to examine our students' performances of understanding. In other words, the assessment is the tool through which we can gauge how much our students have learned.

"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 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."

Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments. I wish the conversation focused more on what actually happens in a flipped classroom. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students? What is our role as the teacher in the flipped classroom? How are we maximizing the potential of the group when students are together to design collaborative, creative, student-centered activities and assignments? This is the part I want to hear more about!

"Teachers and students have access to an impressive set of tools for sharing ideas and making thinking visible. The old model of calling out answers to questions has certain limitations and while it remains the mainstay of many classrooms new options allow for a mix of options. Some of our goals are to provide our students with appropriate wait time or think time and to ensure the voice of even our most introverted students is heard. It would also be nice to have a record of our students thinking and a way to easily see patterns of thinking across a group of students."

Here is what we will discover: How to use Google Spreadsheet to facilitate real time collaboration and easy sharing How to use Google Spreadsheet to quickly build resources for your lessons How to use Google Spreadsheet to insert interactive Gadgets How to use Google Spreadsheet to design charts that will have your students going 'wow' How to make self-grading assessments Your questions answered

As the The Gamification of Learning and Instruction Blog Book Tour has been underway, another interesting discussion has been occurring in the learning blogosphere. It was sparked by Ruth Clark's article "Why Games Don't Teach." The article kicked off a firestorm of debate, demands for proof and even name calling. Christy Tucker addresses the question in her post. There is a healthy discussion on the eLearning Guild's LinkedIn group. In Guy Wallace's post on the subject, he quotes Dr. Richard Clark talking about the "ideologically committed gamester." (ok, so its mild name calling, but still….)

The Best Way to Make Quizzes! With QuizStar you can - Manage classes and quizzes - Attach multimedia files to questions - Make quizzes in multiple languages - Access from any Internet-connected computer - Allow students to complete and review