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60 Apps in 60 Minutes (5) -- Brandon Lutz (6) not only has a great wiki, but also does a great presentation of apps at conferences all over the country. This wiki has links to all of his presentations and includes great overviews and tables of apps for education. iEAR Apps Review (7) -- This wonderful site run by Scott Meech (8) includes app reviews by educators for educators. App reviews are organized by category for easy searching. iPads in Schools Livebinder (9) -- Mike Fisher (10) has pulled together a ton of resources on using iPads in the classroom. There is a tab for "App of the Week" as well as a tab for "Best Free Apps." Android4Schools (11) -- This site, started by Richard Byrne (12) (of Free Tech 4 Teachers (13) fame), is dedicated to all things Android. It's a great place for educators not using iOS (aka Apple) devices or those involved in BYOD initiatives. Edutecher (14) -- A website and an app itself, this site is created and maintained by Adam Bellow (15) and allows users to search for apps by subject area and grade level.

Technology provides numerous tools that teachers can use in and out of the classroom to enhance student learning.

Flipping" doesn't have to use technology, but tools such as videos, podcasts, online quizzes and the like can help in and out of class activity work together. These resources explain the theory underlying this teaching method and provide practical suggestions for making it work.

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OverviewA survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts. Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: 92% of these teachers say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching 69% say the internet has a “major impact” on their ability to share ideas with other teachers 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students The survey finds that digital tools are widely used in classrooms and assignments, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, it also indicates that teachers of the lowest income students face more challenges in bringing these tools to their classrooms: Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments 62% say their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students Just 15% of AP and NWP teachers whose students are from upper income households say their school is “behind the curve” in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as “behind the curve” 70% of teachers of the highest income students say their school does a “good job” providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students’ lack of access to digital technologies is a “major challenge” to incorporating more digital tools into their teaching

The sharing and commenting features in Google Documents are fantastic for giving students feedback about their work. Likewise, those features are great for students to use for peer editing. But if you want to really add your voice to then you'll want to add the Voice Comments application from Learn.ly to your Google Drive account. Thanks to a Tweet from Alec Couros I learned about a Google Documents voice comment tutorial produced by Jennifer Roberts. Her video tutorial is embedded below.

One free online method of creating report cards is to use a Google Sheets template. Rather than starting from scratch, my recommendation is to search in the Google Drive template gallery for a report card template.

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His problem sets are as extensive as they are accessible and provide rich resources for parents, educators, and students alike. Browse through his list of implementation tools or search through his lists of other strategic tools. This site also provides a forum to discuss current challenges facing the field of mathematics education today.

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73% of AP and NWP teachers say that they and/or their students use their mobile phones in the classroom or to complete assignments 45% report they or their students use e-readers and 43% use tablet computers in the classroom or to complete assignments

76% of AP and NWP teachers “strongly agree that “search engines have conditioned students to expect to be able to find information quickly and easily” 83% agree that “the amount of information available online today is overwhelming for most students” 71% agree that “today’s digital technologies discourage students from finding and using a wide range of sources for their research” 60% agree with the notion that “today’s digital technologies make it harder for students to find and use credible sources of information”

70% of teachers working in the highest income areas say their school does a “good job” providing teachers the resources and support they need to incorporate digital tools in the classroom, compared with 50% of teachers working in the lowest income areas 73% of teachers of high income students receive formal training in this area, compared with 60% of teachers of low income students 56% of teachers of students from higher income households say they or their students use tablet computers in the learning process, compared with 37% of teachers of the lowest income students 55% of teachers of higher income students say they or their students use e-readers in the classroom, compared with 41%  teaching in low income areas 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students 39% of AP and NWP teachers of low income students say their school is “behind the curve” when it comes to effectively using digital tools in the learning process; just 15% of teachers of higher income students rate their schools poorly in this area 56% of teachers of the lowest income students say that a lack of resources among students to access digital technologies is a “major challenge” to incorporating more digital tools into their teaching; 21% of teachers of the highest income students report that problem 49% of teachers of students living in low income households say their school’s use of internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households

#news_entries #ad_sharebox_260x60 img {padding:0px;margin:0px} if(HPAds.ad_check_page_config('sharebox_260x60')) { var adId = '93315218'; htmlAdWH(adId, "260", "60","f"); var debugadcode = ''; document.write(debugadcode); } setTimeout(function(){if(typeof social_campaign != 'undefined' && jQuery('.print-link')[0].href.indexOf(social_campaign) == -1 ) { var _print_href = jQuery('.print-link')[0].href; jQuery('.print-link').attr( 'href' , _print_href + '&comm_ref=' + social_campaign )} },3000) share this story .badges_v2 .badge_v2_facebook_ipad_app:after { content:'Share'; padding-left: 14px; text-align: center; width: 41px; } .badges_v2 .badge_v2_email_ipad_app:after { content:'Email'; padding-left: 22px; } .badges_v2 .badge_v2_comments_ipad_app:after { content:'Comment'; padding-left: 11px; } .badges_v2 .badge_v2_retweet_ipad_app:after { content:'Tweet'; padding-left: 20px; } 5727323 var inst_def = Badges.getUniqName(); window[inst_def.obj_name] = new Badges({ unique_id: inst_def.unique_id, holder_id: "badges_v2_1", human_readable: 0, panel_layout: 8, complete_callback_func_name: "", layout_bottom: false, share_details_callback: false, additional_panel_classes: "", entry_params: { "id" : 3228851, "title" : "Five Ways Teachers Can Use Technology to Help Students", "created_on": 1367930040, "vertical_name": "Technology", "tweet_comm_hash" : "", "tweet_comm_text" : "", "force_fb_like" : 1, "custom_tweet_text" : "" }, global_name: "window." + inst_def.obj_name }); // ===================================================== // Now goes logic for every layout var slices = {"1":"facebook_glamorous","2":"retweet_glamorous","3":"email_glamorous","4":"google_plusone_glamorous"}; if ((jQuery.browser.mozilla && (jQuery.browser.version Submit this story digg reddit stumble By Darrell M. West and Joshua Bleiberg Thomas Edison on

Thomas Edison once said, "Books will soon be obsolete in the public schools... our school system will be completely changed inside of ten years.

You don't need advanced computer skills to design an Internet WebQuest, Treasure Hunt, or Sampler for your class. The interactive Filamentality site will guide you in gathering Web resources and constructing these learning activities. The fill-in-the-blank format and hand-holding advice make the process as easy as possible.

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.

"The TRT's model lessons with kids, find online resources for teachers, show teachers how to use equipment, provide one-on-one training during planning time, and so on. Some schools have hired they're own full-time TRTs; others share one TRT among three or four schools. One reason the program has been so successful is that teachers don't have to go to after-school training sessions or figure out technology activities on their own. The TRTs find the teachers, ask what they're doing in their classroom, and work with them to integrate technology into existing lessons.

"I currently teach workshops on many subjects, including digital camera use, scanning, using the mobile lab, e-mail basics, and so on.

"Access to technology also makes its use easier," Tiffany noted. "Until computers are made available for most students, teachers cannot be expected to utilize technology-based activities. There are a lot of activities I would like to do, but I am unable to do so because of a lack of resources.

When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own lear

students not only become more engaged, they begin to take more control over their own learning, too.

While students may be surrounded by technology at home, it is dangerous to assume that they know how to use it for learning

This archive compiles many of the features we have done on the subject of using technology in the classroom. Many of these articles have been updated many times or even rewritten as technology changes. That said, due to the ever-changing nature of technology, there will be articles on this list that are a little past their prime period of usefullness.

their ideas become posts to classroom blogs