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ultimate result with this shift has been increases in engagement as well as a sense of relevancy and meaning amongst learners, all of which are foundations for improving achievement.

some of the reasons for not embracing technology have to do with several misconceptions revolving around fear.

time excuse seems to rear its ugly head more than any other reasoning to not move forward with technology

What is more powerful in education than a student who is guided by an adult who truly cares -- someone who knows your name, who encourages you, and is committed to your success in life?

the idea that technology will save education (as opposed to the idea that relevance will).

The reason that so many schools are struggling with the change technology represents is because they haven’t adjusted to this shift, to the emergence of participatory, user-driven technologies and social media as viable communicative and collaborative tools.

the district shelved the idea when it became apparent that students preferred using their personal mobile devices and that the cost of buying and ­refreshing ­notebooks every three to four years would be ­prohibitive

surveyed the 155 eighth-graders ­participating in the pilot, they learned something ­interesting: Although students loved the idea of having their own computer to do their homework, 52 percent of them were using their personal computers rather than those issued by the school

IT department beefed up the wireless network in its two middle schools and the high school and standardized on a set of cloud-based applications

once one can get past the spectacle of it all it encourages a re-centering of the learner–and hopefully curriculum and assessment design that support that learner.

what we consider to be technology, is totally dependent on when it was introduced into our lives.

Rarely do we refer to it or even think about the car as technology, because it has always been with us.

Educators should not be so arrogant as to think they have the ability to decide whether or not kids can use these tools for learning. The kids do it with, or without adult permission. Any educator has the right to choose to live in a cave, however, they do not have the right to drag their students in there with them.

Defining what "flipping your classroom" meant was the first topic of conversation, which proved to be somewhat more difficult than you might expect. In fact, the reason the panel consisted of nine educators, instead of two or three, was precisely to demonstrate that there were many different ways to effectively flip a classroom.

Math lesson time. Math scores: Manitoba, 468; Yukon, 469; Newfoundland and Labrador, 472; Nova Scotia and Saskatchewan, each 474. That's five provinces within 1.2 percentage points of each other. Put another way: Billy got 80 per cent on his test. Sally got 81 per cent on her test. Math lesson, part two: The creators of this test, the Council of Ministers of Education, rightly points out that the margin of error on these scores is greater than the differences in these scores. In plain English, that means that the statisticians who crunch the data are saying that the scores are basically equivalent.

Manitoba remains the child-poverty capital of Canada

Math lesson, part three: Manitoba was the only jurisdiction in Canada to have 100 per cent of the selected schools do the PCAP assessment.

As educators what do we want from e-textbooks?

need to be visually stunning

e-textbooks need to have an inherent interactivity that engages

Emerging technologies are not limiting teacher’s roles – they are expanding their tool kits, improving their availability, and empowering them in many exciting new ways.

Expose your students to a whole new way of learning and understanding algebra through our dynamic teaching tools and materials. Built by our math education experts, you can trust that the materials cover the topics you need to teach