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Here at Edtech at About.com, we've put together a list of potential technology-related questions that you may want to ask yourself when planning for instruction and designing curriculum. Many of these ideas are inspired by existing frameworks and philosophies focused on tech integration.
Beth Dichter's insight:
How can teachers best integrate technology into their lesson plans? This post looks at 10 questions we should consider asking ourselves, and provides suggestions of tools to consider using that will help us seamlessly integrate technology. Below are the first four questions. 1. How am I activating into my students' prior knowledge? 2. How am I presenting information to students in an engaging way? 3. How am I collecting, disseminating, and annotating student work? 4. What opportunities and resources am I giving my students for practice? Integrating technology should become a component of our lesson design. As you review the additional questions you will find that not all apply to every lesson you teach. Think about your objectives and then select the question(s) most applicable. As you look at the suggested tools in the post make sure that you try using the ones you choose. There is nothing more frustrating than to use a tool as a teacher, and you know it works...but when the student logs in the tool is blocked due to permissions. My lesson learned...I must test each and every tool, so that I know how to use it and to make sure students also have access. 
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"What if you could design questions that engage students at this level in your classroom? What if you could do so without the burden of having to make the subject matter relevant or relatable to every single student? The secret to writing good questions or problems may surprise you. The key, according to Willingham, is to pose questions or problems that can be solved. That means questions or problems that are not too hard and not too easy, but just right. Think Goldilocks."
Beth Dichter's insight:
How do you teach students to write good questions (or how to ask good questions)? This post suggests that good questions have to be at the right level of difficulty and provides three tips that will help you and your students learn how to write good questions (and I suspect how to ask them as well). What are the three tips? 1. Shore up the students' prior knowledge 2. Lighten students' cognitive load 3. Un-situate students' learning Each of these tips is described in more detail int he post and some additional links are also provided. Teaching students how to question, either in writing or verbally, is a critical skill and this post provides some great ideas on ways to help students with the cognitive load so they are supported in the process. You might also want to check out the post Socrative Smackdown which has students learn discussion strategies, some of which are helpful with questions (and that is geared to students in grades 6 - 12).
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Whether you use musical instruments, game pieces, call-and-response, or electronic devices, there are many successful ways of getting students to focus front and stop talking.
Beth Dichter's insight:
At times we need to quiet our students down. This post provides 30 suggestions that you might want to implement in your classroom. They have categorized the suggestions by grade levels, but it is often true that a tip for elementary school will also work with middle school students. Throughout the post there are links to additional resources, including a number of videos where you can see the suggestions in action. You might also consider reading the comments from other listeners. There are a number of ideas in some of them and one provides a link to a different article from Edutopia, A Sure Fire Strategy for Building Classroom Community (and I would suggest checking out the comment since you are hearing from a teacher who did this with their students).
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"Are you looking for ways to integration technology in your lesson plans and courses that provide for an engaging experience for you and your students? Fans of instructional technology know that it can be fun and inviting, and engaged students are far more likely to be learning."
Beth Dichter's insight:
What are the engaging techniques? Below are five. More are in the post and many have links to specific tools (many of which are free) that will help you. * Interactive Collaboration * Active Learning * Student Created Presentations * Embedding Questions in Videos * Digital Maker Spaces Learn much more by clicking though to the post.
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"Self-reflection is self-assessment, and one of the most significant learning tools we can model for our students. Ultimately, we want our children and adolescents to be the self-assessors of their work, dispositions, and goals. Research repeatedly reports that the difference between good teachers and superior teachers is that superior teachers self-reflect."
Beth Dichter's insight:
We ask our students to reflect on their work, but do we ask them to reflect on their social and emotional development? This post from Edutopia looks at the importance of self-reflection in these areas. The author discusses how the brain is wired to do self-assessment, stating: 'When we teach to a child's or adolescent's brain, we empower that student with the "inner resources" that directly affect his or her ability to pay attention, engage, and create meaningful learning experiences. School culture is simply about relationships, and the brain is relational organ designed to survive, think, and feel.' She has also uploaded three great documents that you may print out and use with your students. These documents are: * Self-Assessment Rubric for Social and Emotional Development * Social and Emotional Development Daily Goals * Social and Emotional Development Questions for Reflection Working with social and emotional development as an avenue for self-reflection may be new to you, but to help our students gain this ability to self-assess make create changes in the classroom that lead to students feeling safer.
David Baker's curator insight,
August 24, 2014 8:08 PM
The tools to help teachers and students to reflect on their work is impressive. I appreciated the downloadable rubric and questions. I see this as a source text for a graduate seminar. Helping students to develop the ability to self-assess will allow them to grow just as teachers grow and excel from reflection.
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Guest blogger Michael Michalko explains that everyone is an artist and that it takes belief and persistence to nurture this quality. He offers seven principles about creative thinking that he wishes he'd known as a student.
Beth Dichter's insight:
This post provides a look at seven principles of creative thinking. Each is described in some detail. Three of the principles are below (without explanations). * You are creative * Creative thinking is work * You must go through the motions If you would like to see a different version of the same seven principles you can head over to Sean Junkins twitter account and see an infographic that he put together that is based on the Edutopia article. As far as I can tell the shift he made was to create the infographic. It appears that all text is from the article (and the infographic gives credit to Sean Junkins).
Sue Alexander's curator insight,
July 7, 2014 3:24 PM
Very down-to-earth approach: I like that in today's edu-buzzword cacophony. 
Charlie Dare's curator insight,
July 7, 2014 11:10 PM
Interesting comments by Marshall BarnesFounder, Director of SuperScience for High School PhysicsSome of these I agree with in regard Edison and 1000 failures before finging a light filament and worthy of a read in his Paranovation blog~Especialy his claims to producing Video Rock early on~
Gary Harwell's curator insight,
July 11, 2014 12:39 AM
It shoudl be our Mantra to teach Cretive Thinking skills to our students everyday.
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Students are more likely to engage with a unit of study they've co-created. Matt Levinson suggests an eight-step example for how the history classroom.
Beth Dichter's insight:
How can we get students more engaged in units of study? What if we design our class so that they have ownership from the beginning of the unit? This post explores this issue, and although the focus is on social studies you could use the same steps in other curricular areas. What are the steps? 1. "Partner students and have them do a speed search on the topic." What can they find in 12 - 15 minutes? Let them generate a list of interest. 2. "Decision by debate." Change partners. Allow them 3 minutes to discuss and rank the topics by interest. 3. "Main characters." Switch partners again. In history you might be looking at key individuals, or key battles in a conflict. There are five more steps that will help students learn to collaborate, analyze perspectives, co-create with you (as the teacher your job is to make sure that all key areas are covered and help create the framework as well as providing additional input where necessary), and more. This type of process allows the students to be engaged and have their voices heard from the beginning....a win-win situation in the classroom.
Heather MacDonald's curator insight,
June 25, 2014 7:52 PM
Designing anything is only worthy if the "end user" has input. This is a brilliant adaptation of that design philosophy. And how can you resist the power in the eyes of this little girl?!
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The breakthrough happened after the student took the Bartle's Gamer Profile Quiz and we found out that he was a "killer." Off-the-charts killer, but achievement meant nothing to this student. Just li
Beth Dichter's insight:
Gamification...do you ask yourself if this will work in your classroom? In this post Vicki Davis shares her experience of bringing games into the classroom. You will learn how games may be the tool for some students to break through barriers, and also that the language used by games is not always up to school standards. She shares five elements of gaming that should be considered as gaming and education come together. 1. Game Mechanics (think game theory) 2. Bartle Test of Game Psychology (more information on this in the post) 3. Gamification is a Process - In this section she shares the experience of another teacher whom has gamified his classroom, including an embedded video from a Google Hangout he hosted. Take the time to watch the video and learn from his experience with his 6th grade class. 4. Serious Games can be Used Anywhere - from elementary through college level (and some businesses are using games to help train future employees). 5. Serious Games can Tackle Serious Issues, and serious issues may help us promote rigor in our classrooms. 6. We Can't Trust App Stores to Curate our Games Click through to the post for more information. After reading the post do you think that gaming has the potential to be a "powerful 'killer' tool in a 21st century teacher's toolkit?
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'Learning thrives on error' "Among all the influences that can make a profound difference in student learning is how we think about our role! So, start with looking inward and ask about the mind frames you have as an educator. It is through these mind frames that we make decisions in the classroom and school, and it is argued that educators highly imbued with these mind frames are among the high impact educators."
Beth Dichter's insight:
These 7 mind sets of learning come from John Hattie, Professor of Education and Director of Research at the University of Melbourne. The first three are below (and quoted from the post): * Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students' learning and achievement (Know thy Impact) * Teachers/leaders believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do. We are change agents! (e.g., Growth vs. fixed: High expectations for all) * Teachers/leaders need to talk more about the learning than the teaching (Focus on learning) This post will help raise questions that may help you improve your teaching. What mind frames to you have as an educator? Are there areas where you think you could improve? Read through the post to learn more about the three areas listed above (with a more in-depth look at them and read about four additional mind frames).
Rosemary Tyrrell, Ed.D.'s curator insight,
January 15, 2014 2:30 PM
This is a great article and seems to be based on the same ideas that Carol Dwek's Mindset relies on. Worth a read. 
Terry Doherty's curator insight,
January 27, 2014 5:48 PM
I like the approach of "walking in their shoes" to describe how educators effect an interest in learning.
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"Over the years, I’ve noticed how one question can change the dynamics of any situation. Everything might be moving along quite nicely at the dinner table, everyone’s happy and laughing but one question can send those same smiling faces into a frenzy of shouts and upset. This also holds true in a classroom. Students may be working quietly and the teacher might be content but one question or comment from a student or the teacher can turn that quiet into bubbling sea of chatter."
Beth Dichter's insight:
As teachers we know that there are days when a lesson is just not hitting the spot. This post provides a range of ideas across the curriculum that you might try if this happens..."just quick tricks to step up the beat so that students stay interested." Five lesson ideas are presented for math, reading, writing, science and social studies, each providing an idea that you may want to incorporate. One example for social studies is below (quoted from the post). Lesson: Civil Rights One of the most important lessons taught to students, this gives them a deeper understanding of right and wrong and why laws exist and need to be enforced. Sometimes students see it as ancient history though. So keep it current as well. Add Students. Ask the important question: How have things changed? Have them list it or journal it then expand on that as the lesson continues. They need to understand their relationship to it.
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"You don’t mean to bore students. In fact, sometimes you’re downright interesting–the students are engaged, the buzz in the room is palpable, and even the hesitant students are asking questions. But the fact of the matter is, even the most charismatic and experienced teachers bore students sometimes. But the good news is, it may not be your fault."
Beth Dichter's insight:
This post begins with a quote from Plato who "advised against force-feeding of facts to students" (those are not his words, but his words follow this quote) and then moves to the present day and what we know about learning based on neuroscience research into learning. Read about how "stress and curiosity edits which sensory information", how the brain has evolved and must make choices about which information to process based on the multititude of "sensory information" being received. This system, the Reticular Activating System or RAS, determines what passes from the lower brainstem to the higher regions. Other sections include how the brain receives threats and that when it is not under stress the brain is ready to be engaged and learn. Learn ways to work with students so they are engaged and learning, and willing to answer the question "What did you learn in school today?"
Audrey's comment,
February 4, 2013 5:57 AM
Teaching is a two way process. Students of all ages should be encouraged to take a more active part in their learning. When students say to teachers "we want the lesson to be more fun". Why can students not explain what "fun" means? Why can they not demonstrate, using the learning materials how they would like the subject presented in a fun way?
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How do we help novice learners become more expert? Peter Skillen uses collaborative journal writing environments to move kids beyond social talk into deeper thinking. Skillen begins this post by comparing novice learners and expert learners. He states (all quoted below): * Novices typically don't plan, monitor, and reflect on their learning. * Expert learners use 'multiple representations." * Novices typically don't generate a number of potential solution strategies. * Novices engage in 'knowledge telling' rather than 'knowledge transformation.' * Expert learners make multiple passes at knowledge. * Experts view 'mistakes' as opportunities. There are two additional statements and each includes additonal information. He then looks at scaffolded journal writing and provides a variety of sentence starters to help students move "along the continuum from novice to expert." You will find Planning Starters, Reflection Starters, Comment or Discussion Starters, and Elaboration Triggers. The final portion of this post discusses challenges, and the need "to engage your students in developing their own sentence starters."
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Google and 3M give their employees sizeable chunks of time to work on their own projects with intriguing results... could the same idea work in schools?
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Student engagement is one of the most reliable predictors of gains in learning. We can all agree that students who actively participate in learning are m
Beth Dichter's insight:
How can we tell if our students are engaged? At time we ask students to complete pop quizzes, and we grade on participation, but what about the student who is shy and tends not to participate in discussions. The post begins with a discussion on what student engagement looks like. One point they made is: “The opposite of engagement is disaffection. Disaffected [students] are passive, do not try hard, and give up easily in the face of challenges… [they can] be bored, depressed, anxious, or even angry about their presence in [a course]; they can be withdrawn from learning opportunities or even rebellious towards teachers and [peers].” What can we do? This post provides a number of recommendations as well as their list of 12 myths about student engagement. Three of the myths are listed below. You will find additional information about these three, as well as the nine additional myths in the post. 1. Engagement is schooling is the same as engagement in learning. 2. Participation should be graded. 3. Group projects enhance learning. This post provides food for thought. It may make you rethink how you approach certain activities in your classroom.
David Baker's curator insight,
February 17, 2015 11:08 AM
Teacher actions can influence how students engage [with a course], making it relevant to understand their conceptions of student engagement and how to facilitate it,” Engagement is more than just sitting and looking attentive. I like how the focus is on what the teacher can do and examines the general beliefs and misconc ptions around engagement through the lens of research. 
SMARTERTEACHER's curator insight,
February 19, 2015 11:47 AM
Reminds me of Alfie Kohn, "If a child is off task, perhaps the problem is not the child, but the task." 
Richard Gascoigne's curator insight,
February 22, 2015 12:57 PM
Synthesised data across the digital & physical campus ensures you are understanding what 'engagement' looks like in context of your institution, www.solutionpath.co.uk for further insights.
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Research shows that children want assistance with finding a reading book. While your students search the stacks, here's some helpful tips for teachers.
Beth Dichter's insight:
Here are five great tips for helping students find books - a great find for librarians and for teachers in elementary school. The short hand version of the tips is below and additional information is located in the post.. 1. Get to know the student 2. Experiment 3. Exposure 4. Permission to abandon the book 5. Time to look. The visual above is not found on the site, but is found on Edutopia's Facebook page and also on Flickr.
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Beth Dichter's insight:
This visual is based on an article published by Edutopia, 5 Powerful Questions Teachers Can Ask Students. You can access the article through the link which provides some additional information. If you read the comment section you will also find some additional resources related to questioning.
Tony Guzman's curator insight,
September 29, 2014 9:24 AM
Good list of questions to help get the student voice active in your classroom. 
Frédéric Falisse's curator insight,
October 10, 2014 6:51 AM
Sans questions pas de raisonnement. D'ailleurs, qu'est ce que la réflexion si ce n'est l'enchaînement de questions? Et l'intelligence ne serait elle pas simplement l'enchaînement de bonne questions?
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Beth Dichter's insight:
Are you looking for ways to get your students more engaged in your classroom? This post includes some background information on student engagement including: * Five levels of student engagement that include authentic engagement and rebellion (with three in between) * Three ways to measure student engagement * Seven ways to increase student engagement (which includes a visual, part of which is shown above) This post provides a quick review on material that may be new to some, and this great visual to help you recall some ideas that you may want to try in your class.
Kathy Lynch's curator insight,
September 10, 2014 9:09 PM
Love it~ Using it tomorrow. Thx Beth Dichter 
María Dolores Díaz Noguera's curator insight,
September 11, 2014 11:33 AM
Seven Ways to Increase Student Engagement in the Classroom 
Mary Starry's curator insight,
September 13, 2014 9:38 PM
Great graphic that summarizes things we've all heard before, but helps keep them in mind so we really do utilize them with students.
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No matter what subject they teach or what age group their students fall into, all teachers face the same basic challenge: They have to find a way to actively engage students in the learning process. Today’s learners tend to respond best to interactive teaching methods, so many instructors have integrated technology into their lesson plans. …
Beth Dichter's insight:
The five proven ways to engage students are: * Use Responsive Technology - There are many ways to have students respond to questions throughout a class period. One that is free that you may want to check out is Socrative. * Define Objectives - Make sure there are clearly define goals that are written in student-friendly language. And be prepared to make quick changes if the responsive technology shows the need. * Add Context - The post explains this as having a pre-assessment question to help gauge the existing topic knowledge, followed by a question part way through the period to help see the students understanding. At the end of the period a final question (post assessment) would help see if the students are understanding the concept taught. * Keep it Simple - Make sure that your presentation material is simple. Too much information on a slide may be too much for the students to understand. Remember that visuals are critical and classroom discussion will also help students learn new material. * Make it Interactive - With technology it is easier to keep students engaged, but make sure to change things up throughout the lesson. There are many great resources online that help with this, and many have been explored in this Scoop.it. Do you have unique strategies that you use in your classroom? Share them by adding a comment!
Melissa Marshall's curator insight,
July 21, 2014 3:40 AM
An excellent article: Engage student using these methods. 1. Use Responsive Technology - not just tech for tech's sake, such as writing answers. Use tech that demands a response. 2. Define Objectives - Tell students what they need to be able to do, know, learn, show. And tell them early on, so they get time to practise it before you assess. 3. Add Context - Make it connect with what they know already. Look for prior learning (the old KWL chart is great for this!) 4. Keep it Simple - Your presentation and the way the content is delivered should be simple to access. 5. Make it Interactive - With technology it is easier to keep students engaged, but make sure to change things up throughout the lesson and the term!
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"How long can you reasonably expect your students to pay attention during your lessons? Some psychologists claim the typical student’s attention span is about 10 to 15 minutes long, yet most university classes last 50 to 90 minutes. Students’ attention levels vary widely based on factors like motivation, emotion, enjoyment, and time of day."
Beth Dichter's insight:
What are the best methods of keeping our students engaged in the lessons we teach? This post explores this issue, and provides 15 suggestions at the end of techniques you may want to incorporate into your class. But first, it explores what science has to say on this issue. They begin by looking at what is known about the attention span of students, and suggest that this is disagreement on this issue. Is it 4- 5 minutes, 10 - 15 minutes...they note that there is not clarity on this issue. The next section looks at attention and active learning. It may come as no surprise that during active learning, such as demonstrations and questions, as opposed to lecturing. The post also looks at how technology impacts learning (click through to learn more) and then there are 15 tricks. Four are below. * Use props or visuals. * Write a challenging question on the board. * Divide target skills into manageable subskills. * Stress relevance and concreteness.
Rosemary Tyrrell, Ed.D.'s curator insight,
June 29, 2014 2:48 PM
15 great tips for engaging student attention. Well worth a read. 
KCenter SKEMA's curator insight,
July 15, 2014 11:25 AM
Grande question pour les enseignants surtout maintenant avec les "distractions" qui se multiplient
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"Blended learning incorporates multiple methods of instruction in order to customize the learning experience for each student, leading to increased student interaction and engagement."
Beth Dichter's insight:
The blended classroom is beginning to happen in many school districts. This infographic provides a great overview of blended learning. In addition to the section shown above, which looks at how teacher-led instruction connects to quality digital learning time to group work and projects (and the ongoing cycle) you will find sections on: * Turning Computer Time into Quality Learning Time * Empowering Teachers with Real-Time Student Performance Information * Tying It All Together Online learning happens in a variety of ways. This post looks at some of the critical features that must be included for an online or blended class to be successful.
Coolwired's curator insight,
April 16, 2014 2:31 PM
This Infographic illustrates the best of both worlds in modern education!
Melissa Marshall's curator insight,
August 27, 2014 12:15 AM
This method of teaching harnesses both teacher expertise and flipped, student-lead learning, all enriched with technology. It is beginning to sit quite well with me as I have noticed some students still want to take notes, listen and learn from you - the expert teacher in this case is still valued! This could also be supplemented with teachers online and so on!
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If we hope to construct enduring understanding in our students, it's critical that, now more than ever, we know their strengths and interests. By incorporating students' strengths and weakness into a
Beth Dichter's insight:
As teachers today we are told that we must teach our students and help them construct "enduring understanding", providing them with the ability to transfer knowledge from one subject area to another subject area. We are also told that we should personalize education, requiring us to know the strengths and weaknesses and incorporate this into our lessons. And let's not forget that we must also assess our students. How can we make our assessments help students with content retention? This post focuses on this question, and provides five suggestions on ways to do this. The first three suggestions are:
These types of tests may take more time to create but they have the ability to be written so that students have to do more than memorize information. There is more information on this in the post. The next suggestion is:
This requires that students demonstrate mastery of the subject. This will require the student to create (a 21st century goal) and additional information is in the post, including a discussion of what this might look like. The final suggestion is:
This section discusses what we may do to help out student build their skillsets through feedback and opportunities to construct accurate information. As you read this post you may begin to consider alternative ways to assess your students that help them with content retention.
Kathy Lynch's curator insight,
March 23, 2014 1:25 PM
Ideas to expand thinking on current assessments, particularly for those who do not test well. Thx Beth Dichter!
Rosemary Tyrrell, Ed.D.'s curator insight,
March 24, 2014 1:46 PM
As teachers today we are told that we must teach our students and help them construct "enduring understanding", providing them with the ability to transfer knowledge from one subject area to another subject area. We are also told that we should personalize education, requiring us to know the strengths and weaknesses and incorporate this into our lessons. And let's not forget that we must also assess our students. How can we make our assessments help students with content retention? This post focuses on this question, and provides five suggestions on ways to do this. The first three suggestions are: Tests Where Notes or Textbooks are PermittedTake-Home TestsStudent-Made TestsThese types of tests may take more time to create but they have the ability to be written so that students have to do more than memorize information. There is more information on this in the post. The next suggestion is: Projects Pre-Approved by the TeacherThis requires that students demonstrate mastery of the subject. This will require the student to create (a 21st century goal) and additional information is in the post, including a discussion of what this might look like. The final suggestion is: Revisions and Retests to Build SkillsetsThis section discusses what we may do to help out student build their skillsets through feedback and opportunities to construct accurate information. As you read this post you may begin to consider alternative ways to assess your students that help them with content retention.
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Beth Dichter's insight:
Here is a visual that may help your students with critical thinking skills. The post in Edutopia provides addtional information on this and the image came via twitter and that link is at the end of this post. As you read the five questions you may find that might change a few. For example, if you are working with younger students you might want to change the first question to "What do you think you know?" and you might also want to change the fourth question to "What more can you tell me?" Do you have other ideas? Share them by adding a comment. The link to the visual is at https://twitter.com/shannonclark7/status/404336242625892354/photo/1/large
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"If communication does not happen in a vacuum, neither does magic. As many know,iPads have become one of the most recent panacea to the many woes in education. From primary education to higher education, iPads are being introduced in classrooms. What do they fulfill?"
Beth Dichter's insight:
This post explores iPads and how they are used in classrooms, noting that "hey will not magically increase learner engagement if learners are not themselves motivated to learn, nor can they be used in the same way in all educational contexts." Patras goes on to discuss mobile learning, again raising questions such as "...doesn’t there need to be a differentiation among the educational levels and environments in order that the use of the tool better fits the needs and demands of learners?" (In this question she is referring to iPads as the tool.) At the end she provides she looks provides the table (image above) that shows the difference between Web 1.0, Web 2.0 and Web 3.0, the directions she says we are moving. What are your thoughts?
Bryan A. Sonda Piña's curator insight,
March 26, 2013 6:45 PM
I guess this process will take time to be a reality
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Are mistakes a part of the learning process? If they are, what does this say about our current education system? This post explores these ideas, asking the following questions and following each with a number of responses that explores each question in greater detail. The first section has two questions: * Why are mistakes important to achieve engagement and learning? * Why do we avoid mistakes in our current model? The second section, Turning Mistakes into Learning Opportunities asks one question: * How can we use learning errors to our advantage? At the beginning of this post the author speaks of James Joyce, and also does so at the end where she states (referring to Joyce) "a true genius sees all learning as an opportunity to improve and discover. Errors are taken at will. In making mistakes, we can reach new heights and find our true genius." Will schools move in this direction?
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"There are several big movements underway that are worthy of debate and possible consideration as we look to help education become the 21st century, user-centered, on-demand, engaging, technology-centric activity that it has not been for much of its existence. Game-based learning (GBL), or gamification, is one of the models that commonly gets touted as a cure-all for the problems with education because of the popularity of gaming in our society (New Media Institute). While there are problems with the gamification movement as it currently stands, the model has several areas in which it differs sufficiently from traditional education to make it an intriguing possibility. Here is a look at several of those differences." Topics discussed include authenticity, student engagement, creativity and innovative thinking, and cost, as well as a discussion on the debate that exists over game based learning.
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This is an excellent article and very helpful for teachers looking for a way in to using or enhancing what they do with technology. The list of ideas for each section are high quality. Great recommendations and ideas here.