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There are many resources available to help support schools to teach pupils to be responsible users of the Internet and to educate pupils to be as safe as possible when using online tools.  Here are some resources to support teaching digital literacy:

"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."

The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).

"Chrome already supports an offline mode. What?! It turns out that back in early 2013, Chrome networking engineer Randy Smith implemented support for an Offline Cache Mode (behind flags). With the feature enabled, if you're offline and navigate to a page with (stale) data in the cache, we'll show you the cached content."

Scratch is a media creation tool which allows students to easily create animations, stories, and interactive games. At its core, Scratch is a programming environment which sidesteps learning the syntax required in programming by using Lego-like blocks. This constructionist approach in learning supports critical thinking and problem solving through the creative process when students create, enhance, or troubleshoot their projects.

This guide examines the use of Bring Your Own Device (BYOD) models in schools. It looks at the potential opportunities and benefits, as well as the considerations, risks and implications that arise when schools allow students and staff to use personally owned devicesin the classroom and school environments. Strategies,tips and techniques are included to address the considerations and manage the risks. The guide is NOT a step-by-step manual for implementing  models that enable students to use personally owned devices in school. While teachers, parents, community members and other stakeholders may find the guide informative, it is written with school and school authority administrators and leadership teams in mind. It is meant to inform their decision making and strategic planning should they decide to support a BYOD model in their schools.

"This new report, "Learning in the 21st Century: Digital Experiences and Expectations of Tomorrow's Teachers," is the latest in the series and provides new insights that will inform college and university based teacher preparation programs as well as the induction and professional development processes within K-12 schools and districts. Tomorrow's teachers may have the keys to finally unlock the potential of technology to transform teaching and learning, but much depends upon their experiences in their preparation program and how well future school leadership can support their expectations for essential technology tools and resources."

This course is designed for teachers and administrators interested in the flipped classroom model. The course has two main components: WHY flip your classroom and HOW to flip your classroom. Why Flip? Participants will get a glimpse into the what and why of the flipped classroom beginning with an iBook. This iBook will provide readers with the history, background, research, and examples of flipped classrooms through interactive texts, keynotes, and videos. This text is the preface to the second portion of the course addressing how to flip the classroom. How to Flip Once participants understand the WHY, this self-paced course will provide specific support for the skill acquisition needed for successful implementation of a flipped classroom model. Tutorials, strategies, resources and examples will provide the materials needed to create accessible videos, implement instruction and assess student success.

"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.

Using the slogan "Rights from the Start! Early Childhood Care and Education Now!", campaigners around the world will be raising their voices to mobilize support for early childhood care and education

Andrew Miller, an educational consultant, writes that a "flipped" classroom still requires instructors to demonstrate the value of their content, whether online or offline. "Just because I record something, or use a recorded material, does not mean that my students will want to watch, nor see the relevance in watching it," he writes. " … If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason[s] to know the content."

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.

Today there are over 5.9 billion mobile phone subscriptions worldwide, and for every one person who accesses the internet from a computer two do so from a mobile device. Given the ubiquity and rapidly expanding functionality of mobile technologies, UNESCO is enthusiastic about their potential to improve and facilitate learning, particularly in communities where educational opportunities are scarce. This Working Paper Series scans the globe to illuminate the ways in which mobile technologies can be used to support the United Nations Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and make learning more accessible, equitable, personalized and flexible for students everywhere.

"Enquiring Minds explores how students' ideas, interests and experiences can inform the content, processes and outcomes of teaching and learning in schools. At a time of curriculum reform in primary and secondary schools, Enquiring Minds provides guidance and research to help support schools through the process of change. "

About this MoodleMeet  The focus of this moodlemeet is investigating what current research offers teachers and others to develop effective online courses. Among the topics we will discuss are: defining what quality comprises in (K12) online learning what are students' expectations of online learning what can teachers do to with moodle tools to promote quality in their virtual classrooms The discussions are aimed primarily at course developer/teachers; however, there are a number of practices that DL administrators ought to be doing to support their teachers and promote instructional leadership.

Technology utilization in distance education has demonstrated its significance in the transfer of knowledge for both the instructors and the learners. This is also made possible through the use of the Internet which helps change the traditional teaching approaches into more modern methods when integrated with the pedagogical instruction. Mobile devices together with other forms of technology-based tools in education have established their potential in language teaching. In this regards, the Teaching of English as a Second Language (TESL) has become easier and more attractive via mobile learning. The aim of this study is to review the mobile-based teaching and learning in the English language classroom. Such integration of mobile learning with English language teaching may offer great innovations in the pedagogical delivery.

" I believe mobile devices will transform education. This is why I created a free ebook, Effective Mobile Learning: 50+ Quick Tips & Resources with helpful tips and several resources to help support this trend. One reason is because mobile devices are designed in a way that forces the teacher to give control to the learner. When we equip a classroom with iPads, iPods, small tablets, or cellphones the learning is literally put in the hands of the students. The teacher has to facilitate and walk around the room to manage the learning. Below are a list of 50+ Mobile Learning resources & growing! I hope this will help any educator new to integrating mobile devices with the knowledge they need to be successful! Feel free to pass these resources around and use them with your staff."

"This solution needs the student to configure their calendar for SMS notifications and not all mobile operators are supported, but I will show how to make this work and you can decide if its worth the effort."

This Guyana ICT materials have been developed to support the training of teachers to integrate ICT into their teaching practices. The materials and guides are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT). The framework encourages cyclical growth of a teacher's ICT competency. New users should work through the Technology Literacy materials first and then graduate to the Knowledge Deepening materials. In time we will also include materials for the final cycle: Knowledge Creation. Within each cycle we have selected 5 focus areas: Understanding ICT, Curriculum & Assessment, Pedagogy, Organisation and Administration and Professional Development. These focus areas have a number of units or lessons that focus on how to integrate ICT into these areas.