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While I'm talking about PD, all educators know that extra time for PD is scarce throughout the day. I've had amazing administrators that carved out dedicated time for tech PD

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A single educator license is free and class and district memberships are reasonable

rather than using text to talk about text (which doesn't jive when you're teaching art history)

For the past three years the Pentagon has also been testing the potential of virtual reality in treating veterans with post-traumatic stress disorder. In essence, therapists immerse victims in a virtual world complete with visual and sound effects that recreate the source of their fears and flashbacks from Iraq, Afghanistan and other war zones, according to Defense Update, an online site that covers military issues.

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The presence of pictures relevant to the text will assist learning. Therefore, for each screen without an image, is there an image that is relevant to the information of that screen? If you can replace the text with an image, do so. Pictures not covered by the information in the text will not enhance the learning of the text. For each screen with an image what is the intended purpose of that image? If it does not have a purpose relevant to the text, remove it. The presence of pictures in the text will not aid the learning of the text which is not illustrated. Pictures can help learners to understand what they read and also to remember it. The memory's storing and recalling powers can be enhanced through the use of images for emphasis and association. Pictures can sometimes be used as substitutes for words or as producers of non-verbal information. Learners may fail to make full use of complex illustrations. Simple representations should not be discounted because they are not 'sophisticated' enough. Can the image be simplified without losing the point? If so, simplify it. Pictures may assist learners with poor verbal skills more than those with good verbal skills. By providing an additional visual explanation the holistic skills of the right side of the brain are brought into play

Title Section 1: Images and learning Images have a direct route to long-term memory

This means that before any digital tools are chosen, before a single activity is determined, before assessment instruments are designed, the intended results must be decided.

It will be tempting to think something like, “I really love Prezi and Glogster” so I’ll design my activity around those two tools.” An analogy might be helpful here as a kind of caution about choosing the technology before moving forward with other aspects of instruction.

Once we have a firm grasp on what results we expect based on standards and objectives, we can begin to think about the best ways to challenge our students.

Curricular elements we can differentiate commonly include the processes of learning, the products of learning, and the content on which learning is based (Tomlinson, 2001).

High-quality differentiation typically means different students doing different things that lead to achievement of a common learning goal.  Developing options is an effective way to put differentiation into effect.

Teachers develop options that meet identified learner needs while keeping key attributes of the target concepts and results in mind.

They can be simple tinkering (or micro-differentiation, as Tomlinson, 2001, asserts) or those digital tools can vastly improve how students learn and how they interact in our digital world.

How digital technologies are embedded in the learning tasks is vitally important

In the following example tasks, notice how the tools enhance the learning rather than restrict it; at the same time students are encouraged to use new literacy skills in learning as they complete the tasks.

In your classroom, what successful tasks have you designed with the end in mind that were built on solid principles of differentiation and use of digital technologies?

Families facing educational choices need to research all options thoroughly. They must examine their educational priorities in order to determine which features best support their goals. Most importantly, they must decide which method best serves their child's unique needs and talents.

Are Virtual Schools a Type of Homeschooling? The answer to this question depends on the virtual school. While most of the learning happens in the home with virtual schools, many of them are public schools without doors. Students who register with a public virtual school are counted as public-school students, not homeschoolers, in their state. These public virtual schools collect ADA (average daily attendance), just like the neighborhood brick-and-mortar school. They offer a standards-based curriculum; require attendance keeping, frequent assessments, and progress reports; and comply with mandated state testing.