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Here are some of the strategies educators there use to help promote collaboration and empower student-centered learning in their classrooms:

"The U.S. Department of Education has declared August Connected Educator Month, and since we'd be nothing without the teachers we've connected with over the years, we're enthusiastically on board. To celebrate, we asked every educator who has written a guest post for us, been featured in a Reader Idea, or collaborated on one of our features to answer two simple questions: What is one important thing you've learned from someone in your Personal Learning Network (P.L.N.), however you define that network? What one person, group or organization would you recommend every educator add to his or her P.L.N.?"

HHelping students learn how to learn: That's what most educators strive for, and that's the goal of inquiry learning. That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that they want creative, innovative and adaptive thinkers. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e.reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.

This toolkit contains the process and methods of design, adapted specifically for the context of K-12 education. It offers new ways to be intentional and collaborative when designing, and empowers educators to create impactful solutions.

Many scientists want to open up an age-old system of submitting private research to commercial journals that they say is hidebound, expensive and elitist.

From reader exchanges across town or around the world, this article offers ideas for talking about books.

The Internet may well have its downsides, but it also has the potential to make us collectively smarter, according to open-science advocate Michael Nielsen. In Reinventing Discovery: The New Era of Networked Science, Nielsen argues that networked digital tools, such as discussion boards and online marketplaces, can make it easier for scientists to pool their data, share methodologies, and find far-flung collaborators.

The modern workplace and lifestyle demand that students balance cognitive, personal, and interpersonal abilities, but current education policy discussions have not defined those abilities well, according to a special report released this afternoon by the National Research Council of the National Academies of Science in Washington. A "who's who" team of experts from the National Academies' division of behavioral and social sciences and education and its boards on testing and on science education collaborated for more than a year on the report, intended to define just what researchers, educators, and policymakers mean when they talk about "deeper learning" and "21st-century skills."

We have access to an exponentially growing amount of information to process and apply. There are many excellent tools we can all use to help in constructing and organizing that content. Here's a short selection of some of the more popular ones. They can be used by individuals and also by students or teachers collaborating in groups.

Teens are using online media to extend real world relationships, explore interests, express identities, and expand their independence .... Fewer youth use new media ... to acquire information or cultivate skills beyond what is available to them at school or in their local communities.