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These tools can help you to stay connected, organized, and increase the ease of building multimedia lessons and learning tools. Evernote: Capture great ideas, photos, recordings, or just about anything else on your Evernote account, access it anywhere, and keep it organized. A must-have tool for lesson planning. Twitter: There are so many ways Twitter can be used in education. Teachers can connect with other educators, take part in chats, share their ideas, or even use it in the classroom to reach out to students. Google Education: Google offers a number of great edtech resources for teachers, including email and collaborative apps, videos, lesson plan search, professional development, and even educational grants. Dropbox: Easily store, share, and access any kind of data from anywhere with the easy-to-use and free Dropbox service. Diigo: Diigo lets you treat the web like paper-based reading material, making it simple to highlight, bookmark, take notes, or even add sticky notes. Apple iPad: One of the most widely used, though expensive, tech tools being used in today’s classroom is the Apple iPad. With a host of educational apps being developed for the device, it’s become a favorite of teachers and students alike across the nation. Aviary: Aviary is a suite of tools that make it easy to edit images, effects, swatches, music, and audio or to create and modify screen captures. Jing: If you’re teaching kids about tech or just about anything else, a great screenshot program is essential. Jing is one great option that allows teachers to take screenshots as images, record up to five minutes or videos then edit and share the results. Popplet: You and your students can use Popplet to brainstorm ideas, create mindmaps, share, and collaborate. Google Earth: From geography projects to learning about geological processes, Google Earth can be an amazing and fast way to show students anywhere in the world. DonorsChoose: Need funding for a classroom project? You can get it through this site that hooks up needy teachers with willing donors. SlideShare: With SlideShare, you can upload your presentations, documents, and videos and share them with students and colleagues. Even better, you can take advantage of materials that other have uploaded as well. LiveBinders: Like a real-life three ring binder, this tech tool allows you to collect and organize resources. Much better than a binder, however, the site also comes with tools to connect and collaborate and a virtual whiteboard. AudioBoo: Through this tool, you can record and share audio for your students or anyone else.

Students communicate, research, collaborate, create and publish online with or without the help of parents or educators. These same students then hop on social media to promote, discuss and share their thoughts with the world. The digital environment is offering us some of the greatest learning opportunities that young learners have ever had.

Don’t get me wrong, it’s not all bad. But I think we should keep social media where it belongs: in the realm of that which is social. While I continue to keep up with friends on Facebook, my teenage students will continue to hang out with their friends on the medium of their choosing.

Creation and Design. Likewise, creation activities provide students the ability to develop creativity and problem-solving skills by displaying their mastery in profound and meaningful ways. Teachers at McKeel Elementary Academy in Lakeland, Florida, integrate the use of technology for student-created digital media into all areas of curriculum: Kindergarteners create image-based movies on recycling and insects; First graders develop PowerPoint presentations for “My Time to Teach” projects to share with the class; Fourth graders prepare for their statewide standardized writing assessment by developing elaborate digital storybooks on free web 2.0 sites such as Storybird (www.storybird.com) or StoryJumper (www.storyjumper.com). Fifth graders collaborate to launch a Web Safety Wiki to teach other students worldwide about digital citizenship (wildcatwebsafety.wikispaces.com). The projects created are excellent tools for formative and summative assessment. Yet more than that, through creation activities, students design products that make them active partners in constructing learning experiences in the classroom and beyond. In demonstrating their skills and knowledge, they become more confident in their own abilities and their own voices.

Following the joyous moment when educators realize their students are capable, independent technology users who can create inspiring digital masterpieces, the next reaction is often a more solemn, “How do we fit it all in?” In fact, the answer to this question is vital to a successful technology integration transformation. In the former mindset of teaching with technology, the teacher was the focal point of the classroom, creating (often time-consuming) interactive and multimedia presentations to add shock and awe to his or her lessons and capture the attention of the 21st century child. A new mindset of teaching through technology must emerge, which depends on a vital shift in teacher/student roles.

information technology allows learning anywhere, anytime; not just in one particular classroom for forty minutes a day.

students have access to the same tools over the web, they can reinforce the ideas by experimenting with the simulations themselves, any time, any where.

Technology allows the tables to be turned. Instead of teaching (push), students can be given projects that require them to learn (pull) the necessary material themselves.

The Increase of Interactivity One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games. Classroom Outcome: We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming more abundant to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand. On-Demand Living Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed.  You no longer have to wait for that favorite re-run of Moonlighting; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose.  If you really get hooked on a show, why wait a week when you can just binge view it? Classroom Outcome: Flipped-teaching comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn? Self-Publishing the World As We See It They ways we viewed and read the news was previously distributed to us through a filter.  Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and…yes…even Instagram selfies. Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too. Classroom Outcome:  This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true. Everything is Mobile (and Instant) As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention. Classroom Outcome: One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a Bring Your Own Device policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, some are embracing it as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting.  Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them.  Of course, this is assuming the grown-ups have put down their devices too. Embracing the Digital Brain As we can see from these few examples, the world around us is changing.  This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn.  Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.

Technology integration is the use of technology resources

One of the central ideas of digital or media literacy is that students should be come creators and critics, not just consumers, of media