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The report centres on the application of emerging technologies to teaching, learning and creative expression. Horizon Reports, now published in six languages, are regarded worldwide as the most timely and authoritative sources of information on new and emerging technologies available to education anywhere.

The internationally recognized series of Horizon Reports is part of the New Media Consortium's Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectors around the globe. This volume, the 2011 Horizon Report, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment.

Our learners will never now a world where Digital Technologies are not the norm. Using solutions developed within this space and with this mindset is already their normal. Unless they are to be slaves to this technology we must also empower them to be creators of digital solutions. To do this we must begin with recognising the challenges that a curriculum built around mastery of Digital Technologies brings to our teachers and seek to understand the supports they require.

Challenge to educators re integrating educational technologies. From another Diigo group.

Aimed at those in further and higher education who design and support learning, the guide draws on recent JISC reports and case studies to investigate how the emergence of new and more powerful technologies together with an increase in personal ownership of these technologies are changing the way we connect, communicate and collaborate, and how these changes can benefit learning. The focus of this guide is on emerging practice rather than emerging technology.

"In education, most of the talk around disruptive innovation revolves around education technology, owing to the potential scale of these technologies, and desperation of education to revise itself. But innovation doesn't necessarily have to be a matter of economics, as Christensen originally thought of the term, nor of technology, which is the most tempting angle. It can, but there are other disruptors that can lead to innovation that have little to do with either. What might be more interesting than the disruptors, then, might be the process itself. "

"In four small schools scattered across San Francisco, a data experiment is under way. That is where AltSchool is testing how technology can help teachers maximize their students' learning. Founded two years ago by Max ­Ventilla, a data expert and former head of personalization at Google, AltSchool runs schools filled with data-gathering technology. Information is captured from the moment each student arrives at school and checks in on an attendance app"

About T&C Technology and Culture, founded in 1959, is the preeminent journal for the history of technology. International and interdisciplinary, T&C publishes articles and research notes by scholars from a wide range of intellectual disciplines: history, sociology, engineering, law, architecture, anthropology, economics, philosophy, literature, to name a few.

In this issue we present articles that push the boundaries of research on digital cultures, teaching, and technologies in fruitful and generative directions.  Researchers and practitioners in this issue present case studies and analysis of practical classroom use of copyright literacies, learning management systems, mobile/cell phones, social video, Twitter, and Google Reader.  The articles demonstrate how the affordances of digital culture have shifted our understandings of how pupils learn as content can be accessed, designed, and shared.  Despite the affordances of digital culture, teaching and learning-with and through digital technologies-requires effective pedagogy.  Digital technologies are not 'teacher-proof' tools; they require thoughtful and thorough integration into pedagogy, in a manner that reflects carefully articulated instructional and learning goals

A review of free technology resources and how teachers can use them. Ideas for technology integration in education.

Technology, when used appropriately, can help make the history and social studies classroom a site of active learning and critical thinking and further student connections with the past. Teachers can use technology to enable students to meet people of different cultures, explore ancient and modern worlds, do authentic primary-source research, problem-solve through inquiry-based activities, and much more.

This site was nominated for an Edublog Award. Has very specific entries that are relevant for the classroom teacher. Focus may be for primary students but concepts seem easy to transform for Years 7 - 10 students.

LANGWITCHES' Blog contains thoughts, ideas and projects on my journey as a Technology Integration Facillitator. My name is Silvia Tolisano. I was born in Germany, raised in Argentina and am living in the United States. I hold a Bachelor's Degree in Spanish with a Minor in International Studies and a Masters in Education with an emphasis in Instructional Technology. My areas of interest include technology in the classroom and multicultural and global education.

The International Society for Technology in Education (ISTE) has announced its "Top Ten in '10" education technology priorities for the New Year. These priorities offer policy makers and educators a prospective framework for consideration as legislative and funding decisions are made.

reducing our aims just to types of skills risks boring everyone to death with short lived, tool specific training which doesn't address the social and political context of people's lives or their reasons for engaging with technology.

"The Learning On Line website presents the Department of Education and Early Childhood Development's advice for schools on cybersafety and educating young people to be responsible users of mobile and digital technologies. This website has been developed to help schools make the most of the opportunities presented by new developments in, and increased accessibility to digital technologies. At the same time it aims to support schools to minimise risks that may arise through the use of these technologies."

Website for Cybersafety by DEECD for Victorian Schools.

Surely there must be some impact all of this technology is having on our brains and behaviours as even mere males become more competent at multi-tasking their technological devices.

"According to School Library Journal's 2012 School Technology Survey, media specialists are leading the charge to bring new media, mobile devices, social apps, and web-based technologies into our nation's classrooms."

"Let's face it: Technology and etiquette have been colliding for some time now, and things have finally boiled over if the recent spate of media criticisms is anything to go by. There's the voicemail, not to be left unless you're "dying." There's the e-mail signoff that we need to "kill." And then there's the observation that what was once normal - like asking someone for directions - is now considered "uncivilized." Cyber-savvy folks are arguing for such new etiquette rules because in an information-overloaded world, time-wasting communication is not just outdated - it's rude. But while living according to the gospel of technological efficiency and frictionless sharing is fine as a Silicon Valley innovation ethos, it makes for a downright depressing social ethic."

A interesting interpretation of where we are heading with the current technology available to us.

As technology evolves and its inner workings increasingly disappear from view, replaced with solid-state parts hidden by glass, aluminium and plastic, our understanding of what makes the world operate is similarly impeded. When machinery from just a few decades ago is viewed a world of moving parts, linkages, cogs and levers is revealed. These mechanical objects contain an inherent beauty and inspire curiosity in ways that modern devices with their pristine surfaces and simplified design language do not. Opportunities to explore devices from the past open our eyes and lead us to new questions of how our devices function, how machines do the jobs we need them to do and how engineers solve problems.