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Computers are extremely patient and uncritical when children make mistakes---marvelous characteristics which make them quite effective for young children¹s learning. Not only that, the newer interactive software allows young children to explore and experiment in a safe environment where there is no wrong answer and where a child may experience success, sometimes for the first time.

Both verbal and nonverbal children can use the computer as a communication tool. Software provides both subjects and purpose for conversations for those who are able, and willing, to speak.

When educators want to know if a game is appropriate for the classroom, they shouldn't just rely on someone telling them it's great, whether that someone is a company or even a colleague. To truly understand if the game will work with your curriculum or your intended goals for learning, you need to sit down and actually play the game. Spend the time to explore this software, app, or board game to your satisfaction. As you play, you can experience what students will experience and learn how to support them when they play. You'll develop an understanding of what can be learned from this game, whether it's content, thinking skills, or both.

ou want to know what makes games the most effective? They are voluntary.

Voluntary participation means that players actively agree to the rules and procedures of the game, rather than having those forced upon them. When we are forced to do something, the work we do in games actually becomes less safe and less enjoyable.

Media Sharing

Pinterest  Create connections, encourage collaboration, ignite discussions, or simply share mutual interests through Pinterest. Uploaded or “pin” images and videos from websites, blogs, or your own computer, smartphone, or tablet to create boards. These boards can be private or public, and others can be invited to pin on any of your boards. Any “pin” can be "repinned", and all pins will link back to their source. Grades 6-12. Tip: Have students work in groups to create research projects and share their sources visually.

Manage & Organize Standards for the 21st-Century Learner 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.

Effects of Technology on Classrooms and Students

Change in Student and Teacher Roles

Increased Motivation and Self Esteem

Some real life learning experiences are connecting the classroom to everyday experiences as elementary students learning through agricultural curriculum discover math, science and reading through egg selling, an aeroponics tower, and caring for animals.

Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teaches think systematically about their practice and learn from experience. Teachers are members of learning communities

Make communication easy so that communicating is motivating. At this stage of development it is most important to make communication easy for your child so that s/he experiences success when communicating. Once your child is successful at communicating, s/he is more likely to understand and develop more sophisticated ways of communicating. Pick a type of communication for your child that is meaningful. If your child needs a lot of concrete visual information to communicate then use objects to help him/her communicate. If your child is able to understand pictures but has trouble using words, then use pictures. Your child will not be able to communicate successfully unless the form of communication that you teach, is a form that s/he can understand. Your child's communication development is likely to be uneven. Your child might start communicating using physical movements such as taking your hand to show you what s/he wants. Then s/he might start to use objects, then pictures, and then words. At any point in this progression, however, your child might use more than one method. Your child might use words some of the time and pictures at others. If your child is using several different levels of communication you should respond to all of them instead of "holding out" for the highest level. You should model the type of communication you want your child to use but still respect his or her initial response so that communication continues to be successful and motivating. The most important form of communication to teach is the form that your child will use spontaneously. If your child will show you a picture but will only do so when you say, "show me cookie," then your child is not communicating spontaneously. If this is the case, use an easier way to communicate and give your child lots of practice using that method. Teaching your child vocabulary words can be helpful. However, if your child doesn't use his vocabulary spontaneously, then the time will not have been useful. You will always need to spend as much if not more time teaching spontaneous communication than vocabulary. It takes more creativity to create an environment in which your child will communicate spontaneously. Your are, however, the best person to do this because you know your child well and are with him/her in many situations so you have many opportunities to encourage communication.

Wisconsin Educator Standards - Teachers Ten Standards for Teacher Development and Licensure To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance under all of the following standards: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

Keynotes, Workshops & ConferencesI have been a presenter and keynote speaker around the world on a variety of topics in the areas of 21st century modern teaching and learning, heutagogy, blogging as pedagogy, personal learning networks, digital storytelling, world language teaching, presentation design,  visual literacy and globally connected learning. Learn More Blended Coaching ModelSchools are struggling to keep up with the demands of curriculum design and upgrades to prepare students for modern skills and emerging literacies. Professional Development needs to offer opportunities for teachers to transform traditional experiences and redefine their own learning and in consequence their teaching practices. Learn More Webinar & Video ConferencesFor a cost effective alternative to bringing in a consultant, consider inviting me to support your teachers online. I am available for online 1:1  coaching, small group or large group professional development in the areas of modern teaching & learning.

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