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The Apple Watch's new feature is called the "taptic engine", which produces what Apple calls "haptic feedback". Haptics, derived from the Greek haptikos, refers to any form of interaction or communication by touch. The watch's engine allows wearers to set vibrations for various alerts and at adjustable intensity - or to send messages by taps to other users.

Ms Watt says the integration of haptics with the watch's map function is its most useful feature and is "definitely awesome for me as a deafblind person". It allows her to be directed around London's complex web of streets and alleys without hearing or sight

Just like with diets and food nutrition we would benefit from considering how we can create digital lifestyles which support our whole wellbeing.  There are occasions which we might indulge in some mental candy, we might need to use technology to relax and unwind – but when we use it to cope in a way which distracts us from dealing with the issue, problems arise. Using the word addiction in this conversation stigmatises technology users and the challenges facing parents and educators to effectively integrate technology into both leisure and learning in a balanced way that is tailored to the needs of individuals.

So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions.

However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e.g., visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful.

However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students' cognitive strategies