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I think that it is reasonable to take technology "time outs," to have environments and maybe even times where the family interacts with each other and not the outside world through texts. It's sort of a return to the dinner table as a place where you learn how to engage in face-to-face, meaningful contact. Put your tech aside. You can return to it afterwards.

When you search for images directly in Docs, Google ONLY returns images that are licensed for reuse and modification.

 Instead of bookworms, perhaps we should call these kids “gadgetworms.” So, how can we keep them focused on our lesson when they would rather text their friends?  We can return to the very first principle of good lesson planning.

my experience has shown that if the lessons are engaging, student-centered, and appropriately presented, kids will focus and their devices will stay in their pockets.

The change that smartphones bring is computing power in the palm of our hands or in our pockets. It is internet connectivity almost anywhere on earth. That's going to have profound effects

dominant share belongs to Google, which gives Android away in return for providing its services – search, maps, access to apps in its "Market" (equivalent to Apple's App Store).

You hear two opinions from experts on the topic of what happens when kids are perpetually exposed to technology. One: Constant multitasking makes teens work harder, reduces their focus, and screws up their sleep. Two: Using technology as a youth helps students adapt to a changing world in a way that will benefit them when they eventually have to live and work in it. Either of these might be true. More likely, they both are. But it is certainly the case that these kids are different—fundamentally and permanently different—from previous generations in ways that are sometimes surreal, as if you'd walked into a room where everyone is eating with his feet.

It's as if Beatlemania junkies in 1966 had had the ability to demand "Rain" be given as much radio time as "Paperback Writer," and John Lennon thought to tell everyone what a good idea that was. The fan–celebrity relationship has been so radically transformed that even sending reams of obsessive fan mail seems impersonal.

The teens' brains move just as quickly as teenage brains have always moved, constructing real human personalities, managing them, reaching out to meet others who might feel the same way or want the same things. Only, and here's the part that starts to seem very strange—they do all this virtually. Sitting next to friends, staring at screens, waiting for the return on investment. Everyone so together that they're actually all apart.

the top skill sets for the future require agency, adaptability, problem-solving, teamwork and communication– all prominent features of PBL.

Return papers to students with only feedback. Delay the delivery of the actual grade so student focus moves from the grade to the feedback.