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How do we know that formative assessment isn’t just a passing fad?” The answer is simple. A focus on formative assessment requires teachers to relate two central issues in teaching – ‘What did I do as a teacher?’ and ‘What did my students learn?’ As long as teachers are focusing on the relationship between those two central issues, they will continue to improve their practice for as long as they stay in the job.

Different people define formative assessment in different ways

Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning. iPads are devices meant to compliment computers, not replace them.

How on earth does a teacher create an engaging lesson for 32 different learners, especially when each learner carries his own individualized learning style? It’s at this very point that tablet integration gets exciting.

When the correct apps are applied to the appropriate subject on a creative touchable interface, learners are free to work at different paces, in the same class and with the same teacher. The teacher then becomes free to work with the different ability groups, and to focus on developing the day’s curriculum.

I’m hoping that teachers continue to welcome the forthcoming opportunities in digital education. The tablet interface and app potential is a great step forward for the brilliant educators across the world.

robbing kids of their ability to concentrate

The question, though, is: distraction from what? And also: What’s inherently wrong with distraction?

Formal education, as we’ve framed it, is not only about finding ways to learn more about the things we love, but also, equally, about squelching our aversion to the things we don’t — all in the ecumenical spirit of generalized knowledge.

how new media literacies can be cultivated in students, faculty and staff in ways that deepen our understanding of the world, the university and the community of education in which we live.

What probably won't be on that list is to make a mistake -- in fact many. But it should be.

if we believe that the process of learning -- which inevitably must include the process of erring -- is just as, or more, important than getting to the correct answer.