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Great tips for any journalist on how to find necessary context for what you're reading online.

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.

This article responds to a generation of techno-criticism in education. It contains a review of the key themes of that criticism. The context of previous efforts to reform education reframes that criticism. Within that context, the question is raised about what schools need to look and be like in order to take advantage of laptop computers and other technology. In doing so, the article presents a vision for self-organizing schools.

The way we see it there's a lot of educational content on Youtube and Wikipedia. What's missing is context. You see "nibs" make context by connecting a spot on the video to a relevant Wikipedia article.

Understanding how mobile, global and virtual social networks influence our interpretation of socio-cultural theories of learning might allow us to better understand the interplay of settings and contexts within which learning occurs and in doing so better understand how learning may be facilitated.

Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal. This interactive, open-access web-published journal is for those interested in digital culture and education. The journal is devoted to analysing the impact of digital culture on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

The infographic is a great visual of the concepts discussed in the post. Simple ides.  It looks at the need for work at home in a different context. by taking some typical classroom activities (eg: the introduction of new material, demonstrating a procedure, etc.), and offering some alternatives to the traditional.

A fantastic read, if not for the fascinating history of reading education in the US. However it totally applies to the Australian context too.

"Project-Based Learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it "looks like" in the classroom. In fact, the inspiration for this blog came specifically from requests on Twitter! We all need to try out specific ideas and strategies to get our brains working in a different context. Here are some specific differentiation strategies to use during a PBL project. "

Story telling is one of the most ancient and powerful forms of human expression. In today's media rich world, there are an abundance of digital tools that allow students to express themselves through digital narratives in ways that would have been impossible only a few years ago. This presentation will introduce participants to the tools of digital story telling, provide rich examples of student work, and help to provide context to the relevance of story telling in curriculum and instruction.

This is site doesn't just find educational videos, but it can find specific words or phrases within the script of the video and help you find them in context. Could be a very useful tool

Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".

A post from Alma Harris, Yong Zhao and Michelle Jones on the importance of developing contextual solutions. A reminder why things like IOI Process and the Modern Learning Canvas are so important as they offer a method for developing unique solutions.

From Dept of Ed & Child Development, SA. "We have thought deeply about what we value for our students' learning, how this is represented in the learning areas through the essence, and how this essence helps us work with all the components of the learning area. In this section we work with our colleagues using the BitL tool to ensure our pedagogy brings the essence of the learning areas to life in the classroom. It helps us engage our learners as scientists, as mathematicians, as historians, and as great communicators - so that they not only know about the important understandings and develop the skills within each learning area, but can bring this understanding to bear in their everyday contexts in powerful ways."

"The More Knowledgeable Other. is anyone who has a better understanding or a higher ability level than the leaner particularly in regards to a specific task, concept or process. Traditionally the MKO is thought of as a teacher, an older adult or a peer" (Dahms et al, 2007),

This site is "concerned with using Apple's iPad for teaching and learning. Although this is based in the UK, the site's content will reflect practice from other counties and contexts in order to explore and learn from a wide field." Of particular interest is the iPad vs netbooks page.

Writing learning objectives that not only provide context, but create a roadmap to engaging activities and online content.

"In the context of a growing emphasis on eLearning, most commonly facilitated by enterprise-scale Learning Management System and a range of institutionally managed and supported communication and collaboration software tools, and in an environment of increasing emphasis on intellectual property rights management and quality assurance, how do universities (and other educational institutions) respond to the use of free, open-access tools in common use by their students? What are the potential educational uses of such tools? What are the current practices of use of these tools within educational institutions? What are the issues, risks and hidden costs? What are the advantages and benefits?"