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In this article, Dr. Teresa Franklin, discusses the importance of being mobile in today's society and how technology is shaping our beliefs and the way we learn. By using mobile devices our learning is not limited by the time of day or our current location. If and when we want to communicate with others or research information about a topic, we can. Today, the importance of being mobile has gotten to the point that it has become an "epidemic". Throughout the article, Franklin, defines many concepts. To ensure common understanding by all readers she explains the following terms: mobile learning, mobile devices (including, highly mobile devices, very mobile devices, and mobile devices) learners, social networks, apps, and the tipping point. In addition, Franklin, explains what it means to be a mobile user and why it is important in today's society.  The article focuses on three complexities that need to be considered when using mobile devices in an educational setting. The first complexity looks at the area of pedagogy and how it relates to the use of technology. Next, Franklin writes about the need for institutions to have the correct infrastructure in place to support these devices. The third complexity she explains is the challenge that schools have to create effective ways to communicate when using mobile devices. Franklin thinks a practical, collaborative approach with incremental steps is the key when creating a mobile delivery model. Lastly, the author looks at the role of the teacher and the concerns that technology creates for staff and students. She believes educators need to shift from traditional teaching practices to incorporate more relevant skills that will create positive citizens and prepare them for the ever changing workplace. In saying this, Franklin understands that there will be

This paper discusses the significant impact of digital technology in teacher education, and the necessity of having teacher educators model effective strategies for integration of digital technology. The author describes an initiative started in the California education system, called The Digital Flexbook, "The term flexbook refers to the free, nonlinear, highly customizable and easy-to-use nature of open source textbooks (Fletcher, 2010)." Benefits such as collaboration among school districts, interactive classrooms, and increased teacher creativity were observed. Barriers such as lack of funds, lack of student access to technology at home, and lack of PD for teachers were also observed. Further benefits such as the ability to accurately reflect a community, the presence of a collaborative space to construct knowledge in innovative ways, showing multiple perspectives, promoting higher order thinking, and democratising knowledge. The author lists Web2.0 tools such as "...video sharing sites, wikis, blogs, podcasts, and social networking sites like Twitter (Richardson, 2006a), all of which move students from consumers of information to editors of information. Research and experience show the need to infuse the TPCK model into teacher education, thus allowing students to become generators of knowledge and contributors to the Internet. One more big benefit of such constructivist pedagogy is allows for teachers and students to become more critical of the … intersection of race, gender, and socio-economic status on the writing of history, and integrated a model for how technology can and should be used in the classroom.

This article tries to answer the questions "What kinds of products should we consider having our students construct as a result of PBL and what factors should we consider as we design project tasks. " Some examples of artifacts would be: physical model, theory, multimedia project, Web site, video or radio program, lesson for younger learners, computer program, robot, or hypermedia. Whatever the end product, it is in the process of construction that their knowledge is forming and it is in the design phase that "learners construct their initial understandings." The product should come about through these 4 things: * an extended time frame (a few weeks to an entire year), the goal is deeper understanding and this takes time * collaboration, this will enhance the learning process * inquiry/investigation/research, this an active search for explanations * and a consequential task. The end task is considered by the article as just a ploy to trap students into thinking deeply. The article also gives examples of successful artefacts. One was a geometry project where students had to design a case to carry 18 cans. They needed to use their school mascot in the design (cowboys) and consider marketing, geometric factors, as well as write a persuasive letter to sell the product. They also talked about a web page where women were interviewed about their experiences during the second world war. They learned not only about that time in history, but about interviewing and listening skills.

"The way our stories work is simple: the reader is given the text of a story in a small chunks, and after each, they get to make a decision about what happens next. That could be what a character says, or does - but it could also be a deeper choice, like why a character has done what they've done, or how they feel about something else in the story. Every decision the reader makes is remembered and has the potential to influence things later on - depending on how the author wants to tell their tale."

Choose your own adventure story creator ;-)

Nice new tool for digital storytelling!