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Several lists of digital tools you can use for these activities. Icebreakers are " discussion questions or activities used to help participants relax and ease into a group meeting or learning situation" (Dover, 2004). Icebreakers are very important in the learning-teaching process that takes place within the classroom. They can help in creating and maintaining a healthy and successful learning environment for students and are also the best warm-ups to get students engaged in a learning task." 

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".

"Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning." This great collection of some of the best recent lectures has been selected by Heidi Taylor. It contains sections on Creative Learning Environments, Technology, Information for New Teachers, Information for All Teachers, Teaching Specific Subjects, Special Needs, Arts, PE & Health and Lectures From Influential Professors. This is the perfect site for a rainy afternoon.

Teachers won't be redundant in the new technology rich learning economy, but they will need to adapt as conditions change, becoming guides and mentors rather than instructors. summary via Judy O'Connell

This review provides a rich vision ofthe current and potential futuredevelopments in this area. It movesaway from the dominant view of mobilelearning as an isolated activity to exploremobile learning as a rich, collaborativeand conversational experience, whetherin classrooms, homes or the streets ofa city. It asks how we might draw onexisting theories of learning to help usevaluate the most relevant applicationsof mobile technologies in education. Itdescribes outstanding projects currentlyunder development in the UK and aroundthe world and it explores what the futuremight hold for learning with mobiletechnologies.

Realism, Retention and Relevancy… In a Virtual Heroes world, textbooks and lectures are replaced with complete interactivity, excitement and serious fun! Our Advanced Learning Technology (A.L.T.) platform has re-invented the way medical, military and corporate professionals can enhance performance and unleash potential. Our technology facilitates the linkage of learning objectives to measurable performance outcomes. Our studio's proprietary approach to interactive instructional design and experiential learning simultaneously inspires and educates. We invite you to explore our Website and your organization's untapped potential.

"Mobile learning is seen by many as a disruptive technology. This is because it has been identified as a technology which holds great potential to transform the learning and teaching within a classroom. What follows is a mash up presented at the NSWDEC 5th biennial equity conference in 2011 which explains some of the issues."

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.

Post contains a nice chart that compares the difference between simply using technology (more as an adjunct to classroom tasks) and integrating technology so that the use is seemless and part of the learning that is going on.

Mere substitution is not going to help our learners maximise the affordances of technology. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it. 

A reflection on some powerful learning in the classroom. Some of the highlights, with examples of student work, and some amazing student feedback are described. It was a great way to develop learning skills and address research standards. It also exemplified personalized learning by some high motivated students.

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).

This paper discusses four key concerns about this current situation and proposes and justifies a solution whereby ICT would be a learning area in its own right, either within the framework of the Technologies or as a new learning area. Structurally this learning area would document the student learning expectations and standards for ICT as a GC as well as a discipline.

Employers are expressing increasing dissatisfaction with the ability of college graduates to access, evaluate, and communicate information; to use information technology (IT) tools effectively; and to work well within groups across cultural lines. A change of instructional paradigms--from passive to active (authentic) learning strategies, such as project-based learning, problem-based learning, or inquiry-based learning--is clearly needed.

"SAMR, a model designed to help educators integrate technology into teaching and learning, was developed by Dr. Ruben Puentedura, Ph.D.. The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences to lead to high levels of achievement for students."

UNIVERSITIES that fail to embrace new technology will lose students and die, former federal finance minister Lindsay Tanner has warned. Mr Tanner, now a vice-chancellor's fellow at Victoria University, told a Melbourne audience last night that while Australian universities were using the internet to deliver study materials, they were not yet fully exploiting the potential technology offered for new ways of learning.

In the final weeks of 2017 a new Science & Technology Curriculum for Kindergarten to Year Six slipped into the schools of New South Wales. What does this new curriculum bring and what does it reveal about the nature of learning as we approach the year 2020?