This is also a beneficial website attempting to explain the seven components of TPACK

'The Many Faces of TPACK: Perspectives and Approaches" is a Wikibook created as part of the Research and Practice on Technology in Teacher Education Course (EDS 536) taught at Middle East Technical University in Spring 2013.

There is no agreement on whether studying the way the brain works can help improve educational outcomes, but the discussion is a hot topic amongst educational experts.

As methods of imaging the brain improve, neuroscientists and educators can now identify changes in children's brains as they learn, and start to develop ways of personalizing instruction for kids who are falling behind.

Fostering an effective discussion can be a challenging activity for an instructor in a face-to-face situation and can be even more challenging in an online setting. Here are some planning and facilitation strategies to help you to successfully implement collaborative online discussions into your own course.

The article is about specifying the sources of student frustration in the online CSCL context.

The video explains the necessity of transition of traditional learning classroom into 21st century learning space and clarifies the concepts of flipped classroom and blended classroom. And the importance of application of design-based research on the creation of blended learning classroom is underlined as well.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

The real world problem: Burning of waste tyres pollutes the environment Solution: Encouraging people to recyle tyres tu use them for production of furniture. It is a real example of project based on design thinking for change that children drive in their communities.

It's every teacher's dream to have students who engage deeply with their lessons, want to learn for learning's sake, and perform at the top of their potential. In other words, teachers want their kids to find "flow," that feeling of complete immersion in an activity, where we're so engaged that our worries, sense of time, and self-consciousness seem to disappear.

In the video, learning experiences are claimed to be the similar to roller coaster ride. Learners have control over their own learning process. In the very first place, they begin with participating in the learning experience to reach the ultimate goals. Before accomplishing the ultimate ones, they have short term goals as well. Then, their power to learn is directly related to their own motivation to learn. They need initial motivation to go further. But, how much motivation they need to accomplish reaching the ultimate goals is the question to be asked at this point. While learning process, learners use their motivation and at some point, they lose some of their motivation. So, they need to increase the amount of effort put into their learning. As they put more effort into learning, they are more likely to reach the ultimate goals. As they exert enough effort to reach them, they experience satisfaction and they feel that high achieving something by their own motivation and effort. Then, the results can be satisfactory and increase their motivation to learn again. After they accomplish one of the sub-goals, they can use their experiences and awareness to prepare themselves to reach the next one. For the next one, they need more motivation and effort to learn, and they repeat the learning motivation cycle as described in the video with roller coaster ride.

"Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do". This is a really nice article that outlines the theory and its applications and some issues related to situated learning theory are pointed out.

Although this article is a short one, it gives a brief information about six common characteristics that expert teachers have.

And to explain to you how I visualize the concept of an expert teacher I want to share a film trailer named as "Stand and Deliver (1988)" which is about a mathematics teacher and his unusual teaching methods and classroom management techniques that help his desperate students in a rural school pass the advanced calculus exam. https://www.youtube.com/watch?v=sG-Cxs8eYkI

"Tell me and I forget, teach me and I may remember, involve me and I learn." ― Benjamin Franklin In the area of adult learning, Ben Franklin turns out to be quite prescient.

Today's guest post is written by Zachary Walker, a faculty member at the National Institute of Education (NIE) in Singapore. Who works hardest in your classroom? ......... waiting for you to really think about it........ still waiting patiently.............. If a visitor walked into your class unannounced and watched what was happening for 30 minutes, who would they say worked hardest? Do you agree the idea emerging from this article that when teachers let student be more active in their learning process, teachers work less?

Many UK children have become less confident about succeeding in life by the time they leave school, a report says. The study by think-tank Demos says some pupils feel school is just preparing them for exam success. It urges the government to help schools and colleges explore how self-belief, perseverance and resilience can be instilled in pupils.