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The website describes how Professor Paul Harris advises the interactive learning company Mindshapes on incorporating educational principles into the development of websites and apps for young children.

I think games always work and the company seems really successful at locating the points children may find interesting and enjoyable. After reading your post, I watched a video at youtube, Hickory-Dickory Dock and it was very enjoyable. It teaches not only vocabulary but also how to tell time. It seems a really effective tool. Like the company, I also think that students should be exposed to the changes in the technology. There is always a world outside the classroom and they should keep themselves up-to-date. And our job is to provide them with such opportunities.

Actually your point is really important, changes in the technology should be followed and used as a tool in the classroom, the tools that are significant in terms educational value for sure. Or the other end would include only games on stealing or killing as mentioned. I have checked out Hickory-Dickory Dock now and it seems effective to me as well. The website "mindshapes.com", provides us with detailed information on the games.

Another interesting study about expertise similar to the video related to chess players " https://www.youtube.com/watch?v=rWuJqCwfjjc&feature=player_embedded ". Should we use and extend the experts points of view while producing new technological tools for learning?

It is an application for mobile phones which you can view elements as virtual from your screen. You can view all elements seperately and also, if you put together them, they can from a product that you can see from the screen. The principle is very simple, after you install the application to your phone you can download the pdf of element cubes from the websites. You can also, view the demo from the website of app; http://elements4d.daqri.com/#demo

I think this app looks fine to visualize an abstract topic which is elements. I agree with you Armağan about the necessity of appropriate curriculum. For example, an activity could be helpful that allows to students arrange the locations of elements based on their atomic radius in a periodic table. Therefore, the students can observe atomic radius of elements is increasing or decreasing when running left to right in rows and running up and down in columns of the periodic table. Like Selçuk said that those applications are used in other fields too. I've seen some works of Bilal Özçakır when I joined at a presentation. He visualizes the geometric shapes in 3D from QR codes. For example, you see a geometric shape from every perspective of it and you test yourself with how top or bottom perspectives of a geometric shape looks like by looking its one side. Thus, you have a realistic experience with virtual objects in immediacy.

I wrote at OdtüClass forum that interested people get learn from the beginning about developing at least basic applications. When I talked with Özçakır, he also said to me he learned the whole process from the online sources with his efforts. Of course, instead of open-source applications; the aim will be be to gain money but I think appearing more amateur applications cause many advantages at these areas.

Some new features and apps are getting more popular in UK for collaborative platforms. This news give some examples and also some usage styles and benefits of these apps for the individualized and group works.

That tool (wepresent) is efficient but I think it may not be as user-friendly as like told at the article. Because there will be online platform that you can create your slide and share with your class and it can be more basic inspite of some less possibility.

I really liked that page which explains Technological elements usage in Physical Education and in the curriculum. He also give two examples of his lessons where he use technology in his class to show the TPACK in physical education.

In this interview Dr. Punya Mishra is talking about TPACK. In the interview, Dr. Mishra discusses the TPACK Model that he and Dr. Matthew Koelher developed. He begins the interview with an overview of the model. Dr. Mishra discusses how the model can shape educational technology integration in teacher education, K-12, and in professional development. He talks about where he sees the future development of TPACK going. The interview ends with advice he has regarding the implementation of the TPACK model in teaching and learning. To read more about the work of Dr. Mishra, visit his Web site at http://punyamishra.com/

The interview about TPACK with Mishra who is one of the person who claimed TPACK.

Selçuk this video explains TPACK in a simple and clear way, thanks.

This link contains a small writing of Roy Pea, learning sciences pioneer. Putting on emphasis on the guidelines of mathematical education it also shares some ideas on how to use technology for mathamatic teaching. I find it interesting that although this is a 31-year-old document, ideas about teaching is quite up-to-date. Article contains ideas on the aim of the mathematical education which is to nurture problem solving skills and suggests softwares should be harmonious with this fact instead of drill and practice softwares.

The article totally reflects my opinions about blended learning. Technology integration is necessary but to what extent?

I agree with you Sermin, use of technology is considered as a must for effective instruction by most of the teachers nowadays. However, in some cases using traditional methods and techniques can be more feasible, cost-effective and practical.

Here is an interesting example how learning is practiced in social media. If you want to find out more about the theoretical background, google "Professor Sreenivasan".

Some of social media samples can be used during some spesific classes such as History, English, Biology and likewise. But as a Maths teacher, I do not believe that I can use it as a tool to teach a subject. However, I definately aggree that it is obviously a great thing to exchange new ideas, to make brain storms, to create a discussion platform and broaden ideas according to several perspectives.

I liked the idea of integrating social media into instruction. But the teacher or instructor should be extra careful and strategic as it may be risky. Such devices or technology are mostly to capture the attention of the students or to keep students engaged in the lesson. I still think that the magic is in the hands of the teacher to keep the students attention and ensure effective learning. It may be too much technological to use facebook or tweeter in each lesson, which constitutes a balance issue. The students need to be close to the books, pencils and notebooks, papers etc. The dose of social media should be arranged carefully and strategically.

Hello Everybody, I am writing from the NTLS meeting that I am attending at Washington D.C. This meeting aims to shape some of the future ed tech initiatives. I will share things that I come across at this leadership meeting. It seems like STEM (Science, Technology, Engineering and Math) is one of the hot topics here. Another topic is TPACK and Rich Media Teaching Cases.

I liked Table1 - Design-based research variants and methods and Table-2 Characteristics of design-based research. Thanks.

"Design-based research and TELE (Technology-enhanced learning environments) designs are reciprocal and, thus, need to be interdependent. In order to stimulate contextually-sensitive practices of learning and instruction in the design and implementation of TELEs, practical, detailed, and contextual advice is necessary. Design-based research, as a pragmatic methodology, can guide TELE designers while generating practical knowledge to be shared among a broad design community. Conversely, TELE design theories, models, and procedures need to ensure that design-based research methodologies can be made operational, formalized, and systematized."

He directs the Lifelong Kindergarten group at the Media Laboratory at Massachusetts Institute of Technology. His group develops new technologies to engage people (particularly children) in creative learning experiences. He received the McGraw Prize in Education for 2011.

Allan Collins is a retired professor of Education and Social Policy at Northwestern University and best known in psychology for his work on semantic memory and plausible reasoning, in artificial intelligence for his work on reasoning and intelligent tutoring systems, and in education for his work on situated learning, inquiry teaching, epistemic forms and games, design research, and cognitive apprenticeship. His famous work with the co-author Richard Halverson is "Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America" that was published in 2009. I have put the link to download the article presenting a summary of the contents of the book written by Collins and Halverson.

Here is a list of his publications and books: http://allancollins.northwestern.edu/pubs-more.html http://allancollins.northwestern.edu/books.html

Yelda, I am really happy to meet such a study and really curious about reading this paper. As you know, I am interested in technology in education. Therefore, it will be my basic reading. Thanks for your sharing.

gives some insights for etcher collaboration..

Thanks for sharing this Hatice. As Afranur, I am in need of such useful sources. These really help for the design of lessons.

Beyond textbooks:) Actually if teachers are left alone in finding out brilliant applications and applying it would be no use. Now, we can register online platforms and share. Here, what is unique is that teachers search, gather to discuss, practice and discuss again. This is collaboration in real terms!

This article is from Journal of Educational Psychology describing an advanced learning technology used to investigate hypotheses about learning by teaching. The proposed technology is an instance of a teachable agent, called SimStudent, that learns skills (e.g., for solving linear equations) from examples and from feedback on performance. SimStudent has been integrated into an online, gamelike environment in which students act as "tutors" and can interactively teach SimStudent by providing it with examples and feedback.

http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=62560df9-81f0-48df-9217-73a31d3da977%40sessionmgr14&vid=3&hid=6 This is the direct link to the article.

LISTEN (Literacy Innovation that Speech Technology ENables) is an inter-disciplinary research project at Carnegie Mellon University to develop a novel tool to improve literacy - an automated Reading Tutor that displays stories on a computer screen, and listens to children read aloud.

"A learning platform built on a foundation of social mediated knowledge communities helps fulfill the goals of critical pedagogy to disrupt formal power imbalances between student and faculty while also tearing down the walls of the ivory tower" (Wankel, 2011, p. 349).

This web page is provided by University of Wisconsin-Madison. In the page, there is an emphasis on the technological applications of situated learning theory since the page is allocated for 'transforming teaching and learning through technology'. I've found the page interesting to share because there are very good examples of situated learning through some tools like interactive case scenarios, augmented reality and situated documentary. The page is useful both for discovering those tools and finding some particular examples of situated learning.