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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.

smartphones just haven’t been around as long as TV; we haven’t yet established norms, or language, for what's socially acceptable and what's off limits.

struggling to make sense of a technology he didn't completely understand and the affect

smartphones move from Stage 2 to Stage 3. What is the indicator for this grand cultural shift? Dilbert

a pedagogical shift away from limitations of the traditional classroom model to a promising blend of active learning, student engagement, and hybrid course design.

Just like we wouldn't allow a 16-year-old who has never driven to go on a solo trip in our new car, we have a responsibility to guide our students in discerning good technology usage. When teachers say, "No, I don't want it in my classroom," they are limiting potential for their learning environment and for each student individually.  We must reach beyond our fears, hesitantly if need be, and embrace change and technology so our students can be future-ready.

Would we ever discuss limiting book time? Would we ever tell children they’re spending too much time learning? Would we say think critically, but only in moderation

What’s important is that we stop judging screens and start looking at and guiding young people in their use of screens

fundamental understanding of Cognitive Load Theory is that there exists a limit upon our cognitive capacity and that once we exceed that capacity our ability to learn is impeded

Intrinsic Load is that which is inherent to the task at hand and is generally considered to be irreducible by adjustments to instructional methods.

Extraneous cognitive load is that which is not essential to the task or is added by the manner in which the task is designed or presented.

If you have teachers that regard computers as learning tools, you have to let them be used as such. Limiting access to vast and rapidly shifting content makes using and finding content difficult. Tim isn't opening the gates of Hell. He's loosening a noose. On the other hand, if teachers regard computers as baby sitters, no matter what content is being served up, learning doesn't happen.

Collaborative writing is useful for projects, for peer-editing, and for many other writing tasks limited only by teacher/student imagination.

For starters, Web publication gives students a real audience to write to and, when optimized, a collaborative environment where they can give and receive feedback, mirroring the way professional writers use a workshop environment to hone their craft

"If you limit students' power by wrestling over permission to publish, then they'll ignore technology use in school."

Instead of dismissing social media as distracting or destructive, schools should embrace it as an essential part of the curriculum. Not only does this limit the potential for students to abuse the technology, but it opens a new set of valuable educational tools.

I got to see software being rethought for the first time in a long time. That little insight is what pushed me from forcing myself to be an iPad user to actually becoming an iPad user — things are different on it and it is pointless to build comparisons to a regular computer.

purely consumption device and that just isn’t the case

that sounds strange even for me as I read it back … the laptop is too limiting. I can’t for example easily move betwee

The flipped classroom is a simple concept that needs no title. Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking.

the flipped classroom mentality can be one of many solutions for educators.

homework provides academic benefit, but only in moderation. More than two hours per night is the limit

high school

Kids slide into the habit of relying on adults to help with homework or, in many cases, do their homework