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I instead encourage faculty to start by adding a blog to their class. A blog can be set up in minutes and is easy to learn and maintain. Plus, there are a variety of studies proving that blogging can improve educational outcomes. For instance:

students post their written work to a blog before handing it in. The students received comments from other students and even faculty at other institutions, which improved their work greatly.

launching a project with an "entry event" that engages interest and initiates questioning

Students created a driving question

product of students' choice created by teams

What are we doing as educators to meaningfully engage our students, to give them the autonomy, purpose, and opportunity for mastery which they crave and to which they respond with focus, energy, enthusiasm, and diligence?

Do we think that before technology, most students avoided distraction?

Yes, of course, students can and do get distracted when their computers and smartphones are open on their desk or lap, and teachers need to respond thoughtfully to this problem.    It is fine for teachers to ask students to put them away in certain times.    William Stites has a terrific post about how schools can confront and manage the technological distraction issues

counteract the New WWW's potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant.

Next will come 4G, in which data rates are expected to be 100 times faster than those in this first 3G wave. As the delivery platform of broadband content and functionality shifts from computer to personal device, we will be surrounded by a multimedia aura that accompanies us wherever we go

The plan is that you'll use your phone to spend money everywhere, all the time.

When it came time to gauge students' views on bullying last week, Long Middle School decided to take advantage of a device many of the students already had handy - cell phones.

many teachers are harnessing the technology they already have—such as webcams, audio recorders, blogs, and other Web 2.0 tools—to boost literacy in students.

uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students.

Hooking her class up with students from other parts of the world also motivates her students to focus on their grammar and pronunciation, says Parisi, especially if the students they are working with are not native English-speakers.

Finnish system is praised extraordinarily highly for its global success, and yet students don’t work terribly hard, have many choices, use technology creatively, enjoy the integration of the arts, and learn in a culture which emphasizes depth over breadth and less is more.

Students are shown researching and collaborating online in their studies, and many classrooms are shown with a wide array of technological units, not just computers.   Students use wikipedia and facebook when researching very current topics, and Wagner explains that there is a culture of trust that is extended to Students in their technology usage.

A particularly inspiring moment comes when Wagner reports stumbling across a project at one school, the “Innovation Camp,” in which teams of students are given 26 hours to come up with a new product or service.  

Because iPads deal with pdfs so easily, teachers can share out their assignments as .pdfs, either via their websites, qr codes, email, etc.    

  We have Google Apps, including email, so one option is students emailing their assignments to the teacher.

But the happiest and most powerful benefit of all is seeing all the staff and students coming together to problem solve.   students helping teachers with utilizing an app, students sharing apps with one another, teachers showing other teachers new methods for doing things, teachers sharing with students, and tech staff and library staff all in the mix as well.  

Schools, teachers, parents, and students must set aside grading as a system of rewards and punishments, and begin to see grading as a subset of assessment, which must be used as a system of feedback and student revision to support student learning.

My alternative to the zero is that students must complete fully all work assigned or no credit can be assigned for the course; this approach addresses the problems with both assigning zeroes and simply passing students who do not complete the work.

Terms like flipped lessons, flipped learning, or flipped thinking more clearly convey what "flipping" actually means. A teacher must carefully consider which lessons lend themselves to time-shifting direct instruction out of class—and which do not. A selective use of video where appropriate will provide students with a better learning experience than a blanket use of video when video is not the right tool.

‘What kind of adult do we hope the child becomes?’, then work backward from that.

Let’s not ask what the child can do, but tends to do. Let’s make sure the student can read and write–and wants to. Let’s see that the student can think critically–then does.

do three things for me: 1) Tweet out your answer to the “What do you want students to remember…” question with the #TeacherMyth and #TLAP hashtags. Educators need to see what you really want your students to remember in a few years. (Yes, YOU!)

During the first month of school, learn three things about each and every one of your students that have absolutely nothing to do with their academic abilities

The students have already changed. The learning trends of 2012 have changed, too. They’re now approaching the trends of 2020, and here we are today curious about what engages students and what their interests are and how they tend to use the tools they love. That’s reactive design

While education struggles to agree on what needs changing and how to make it happen—and why, it should be asked, should we have to agree?—things around us have all exploded, detonated by technology.

Instead of saying to students, “Pay attention!” what you really want to say is, “Suppress interesting things!”

We are not teaching technology, we are teaching skills that every student needs to have and technology happens to be a part of that

first of all this is exaclty why the NETs for Students does not list software

Now more than ever, students need to understand the basics of social media and how it can affect their future both negatively and positively. A strong or weak social media presence now affects both college admissions and the workforce.