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iTALC is a use- and powerful didactical tool for teachers. It lets you view and control other computers in your network in several ways. It supports Linux and Windows 2000/XP (Vista support will come) and it even can be used transparently in mixed environments! In contrast to widely used commercial equivalent software, iTALC is free! This means you do not have to pay for expensive licenses or things like that. Furthermore the source-code is freely available and you're free in changing the software to fit your needs as long as you respect the terms of iTALC's license (GPL). Freedom in two ways! Features iTALC has been designed for usage in school. Therefore it offers a lot of possibilities to teachers, such as * see what's going on in computer-labs by using overview mode and make snapshots * remote-control computers to support and help other people * show a demo (either in fullscreen or in a window) - the teacher's screen is shown on all student's computers in realtime * lock workstations for moving undivided attention to teacher * send text-messages to students * powering on/off and rebooting computers per remote * remote logon and logoff and remote execution of arbitrary commands/scripts * home-schooling - iTALC's network-technology is not restricted to a subnet and therefore students at home can join lessons via VPN-connections just by installing iTALC client Furthermore iTALC is optimized for usage on multi-core systems (by making heavy use of threads). No matter how many cores you have, iTALC can make use of all of them.

This wiki from Wes Fryer is all about cyberbullying and internet safety. "Generally adults help young people learn to drive safely before giving them car keys and turning them loose on the streets of the world. Young people also need guidance and adult assistance to learn how to safely navigate the virtual environments of the 21st Century. Schools must be proactive, rather than merely defensive, in helping students acquire the skills of digital citizenship needed today and in the future. Simply banning read/write web tools on school networks is an inadequate response: Educators must strive to learn alongside students and parents how these technologies can be safely and powerfully used to communicate and collaborate."

Wes Fryers' great wiki containing links to Proactive Approaches to Address Cyberbullying. Quote "Schools must be proactive, rather than merely defensive, in helping students acquire the skills of digital citizenship needed today and in the future. Simply banning read/write web tools on school networks is an inadequate response: Educators must strive to learn alongside students and parents how these technologies can be safely and powerfully used to communicate and collaborate."

Video version of a report produced by Education.au's Strategic ICT Advisory Service on using technology to enable collaborative learning. An education.au project funded by the Australian Government's Department of Education, Employment and Workplace Relations.

"This list of 100 useful tools can help anyone with a learning disability like ADHD, dyslexia or test anxiety, as well as students with visual or hearing impairments, use the Internet and other technology systems to help them with reading, math, organization, social skills, and more."

Wow I haven't read Stephen Heppell thanks!Particularly useful for me investigating new skills21st century and assessment.

Gary Stager's keynote

thx @sujokat

"Are you a 21st Century Teacher?"

Basically a list of what it takes to become a progressive teacher that engages with learning technologies and adopts new learning spaces. As an Australian, I smiled at the second item.

Perhaps you've attended some high brow conference that produces 10 bullet points on "How to Change Education"- and not much happens. Maybe you work an at institution that restricts you from using a certain technology or forces you to use another. And while the image of a revolutionary edupunk is charming, most of us are not ready to burn down our organizations- we believe in their purpose. Despair not! There is something out there- an approach of creatively side stepping what limits us, to exploiting what we are forced to use in new ways, to sneak innovations in the back window that don't rock the house.

YouthLearn's Learning section -- aimed at after-school programs that integrate technology -- has guidelines for creating lesson plans and projects; examples of tools for designing projects (e.g., curriculum mapping, tutoring/mentoring and inquiry-based learning); learning technique examples and guidelines (e.g., peer observations and animation) and staff recruitment and development tools (including sample position announcements).

strategies/skills 1. Every day have one student as the 'official researcher' who is looking things up on the web and saving the key information for later access 2. Reflect on your work as a learner. Look at body of work over time and reflect on what you've learnt and what you need to learn next. In a class it can be a podcast to review what has happened and how it fits in. 3. Documentation - not everyone has to write the notes. Someone or a couple of people are scribes and does the note taking but the class reviews at the end to make sure the notes are accurate and complete. It is saved where everyone and access it. 4. Suggests kids can research what they'd like to do for assignments

"A nice infographic that helps to show some of the differences between personalized learning and traditional learning"

In 2001 Marc Prensky divided the world into two broad groups, Digital Natives and Digital Immigrants. His idea struck a chord with popular culture and has become a dominant paradigm in education. Given the core concept remains a feature of educational dialogues it is worth re-visiting and seeing how the idea might evolve to better serve our needs and understandings of how people born after the internet, learn with and think about, technology.

Two quotes by Albert Einstein point to the importance of creating a culture within our schools (and organisations) that encourages experimentation, innovation, tinkering and indeed failure. If we are serious about embracing change, exploring new approaches, maximising the possibilities of new technologies, applying lessons from new research and truly seek to prepare our students for a new work order, we must become organisations that encourage learning from failure