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At its core, what’s the point of tech integration? I would argue that it isn’t to teach students how to use a single tool – any tool we teach kids to use now will most likely be obsolete by the time they enter the workforce. But just like we don’t teach students to read every book they’ll ever encounter, we don’t need to teach them to use every tech tool they’ll ever encounter. Rather, we need to teach them the skills – the grammar, the phonics – that will allow them to navigate the tech tools they will eventually use.

Technology is the driving force behind most of the education innovation. It is impacting not only what we can do as educators, but it is also changing how we approach learning. These innovations may have not all reached the education journals yet, but they have been presented and are being discussed digitally and at great length in social media.

Information from technology may be easily accessed, but it is not yet a passive exercise. It requires effort and an ability to learn and adapt. These are skills that all educators have, but many may not always be willing to use. The status quo has not required educators to use these skills in a long time. Using these skills requires effort and leaving a long-standing zone of comfort in order to learn and use new methods of information retrieval.

They need to be the life-long learners that they want their students to be.

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 design-thinking philosophy requires the designer to put his or her ego to the side and seek to meet the unmet needs, both rational and emotional, of the user,

Once the student designers have gathered all their research together, they must organize and make sense of it all

Finally, design thinking requires designers to generate ideas—lots of ideas—and prototype them

It’s older, more experienced teachers – not younger, so-called digital natives – who are experimenting more with new technology in the classroom, a new report suggests.

the teachers surveyed said the training wheels have to come off the Internet: The filters schools use to block unverified websites prevent students from learning how to exercise good judgment.

“I don’t see a lot of new teachers coming in knowing how to apply technology,

t’s important for teachers to remember how frustrating it can be trying to learn something new. He says we need to model persistence and how to work to improve performance based on feedback.

key to teaching new literacy skills is to change the focus of student writing.

the value of a written essay lies not in its format but in the skills students develop:  identify a thesis, research and analyze evidence to test the thesis, and then present the analysis results.

Why must these skills be confined to a written format?