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In order to deepen and enhance the learning in these three dimensions — Knowledge, Skills, and Character qualities–there is an important additional fourth dimension needed for a fully comprehensive twenty-first century education: Meta-Learning (often called learning to learn–the internal processes by which we reflect on and adapt our learning).

“Our knowledge and our abilities are largely determined not by our IQ or some other fixed measure of intelligence, but by the effectiveness of our learning process: call it our learning quotient.”

This simple policy change enables what's been called the 80/20 principle, a theory practiced by Google that employees who spend 20 percent of their time on company-related projects that interest them will work better.

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,

I happened upon an Application, or Twitter tool called Manage Flitter. It was designed to identify from a list of follows those who do not follow back

The reason we find it easy to believe the internet is making us dumber is because, in some ways, it's making us less self-reliant. Our GPS devices navigate for us and we neglect to remember things because we have Google search. That doesn't make us dumber, necessarily, but rather causes us to rely more on what psychologist Daniel Wagner calls transactive memory. This type of memory is actually very useful because it allows us to, in essence, store more data in less space.

YouTube can be used as a valuable teaching tool in the classroom, but while it is chockfull of educational content and useful knowledge – it is also filled to the brim with distracting videos. Cute kittens, people “failing”, music videos, cartoon series, and more – content that distracts kids from using YouTube as a learning channel. Fortunately Google recognized this problem and has launched a solution called YouTube for Schools.

 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.

It is a third gadget, the long-awaited Amazon tablet called the Kindle Fire, that represents his company’s most ambitious leap into the hearts, minds, and wallets of millions of consumers.

the Fire is an emblem of a post-web world, in which our devices are simply a means for us to directly connect with the goodies in someone’s data center.

Amazon, on the other hand, is a content-focused company—almost half of its revenue comes from sales of media like books, music, TV shows

greater challenge, the researchers wrote, is in expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.

Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization.

experts seem to agree on: so-called "job-embedded" professional development that takes place consistently during the workday