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The 22-year-old spent the last school year meeting with him and researching his role in World War II for her thesis.

Klise said she had only heard snippets of his war stories in the past. She said her questions would “jog his memory” and he would share more and more.

New research shows that video games have great educational potential.

Ninety-seven percent of American teenagers regularly play video games.

Similarly, smashing multiple apps can lead to extraordinary learning artifacts, so why not apply it to Chromebooks? In four steps, we have the potential to create and share something entirely new.

As teachers, we should look to incorporate smashes because we want our students to demonstrate their understanding, to reflect on a process and to envision creating a learning artifact that was previously inconceivable. We want students to take ownership of their learning process, develop technology fluency (2), and identify the best possible means to "show what they know." When there are no limitations to what can be created with the available tools, then there are no limitations to how students can demonstrate their growth as learners.

Essentially, our goal as educators is to help our students develop into creators and innovators. When we know that smashing is a possibility and introduce this potential to our students, we not only empower them to take ownership of their learning process, but also teach them to go beyond the initial obstacles in order to problem solve for better learning and expression.