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Blended Learning Training Resources for Teachers

In the sixth installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker outline what teachers need to know about blended learning training resources, and where they can go to get them.

The Good, Bad, and Ugly of Blended Learning Policies

In the fifth installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker discuss the policies prohibiting and fostering the growth of blended learning.

7 Strategies for iPads and iPods in the (Math) Classroom

Strategies for using your iOS devices in the math--or any--classroom environment.

3 Simple Steps to Do-it-yourself Professional Development

Today every teacher needs to be in charge of his or her own professional development, if for no other reason than district budgets require everyone to be so much more creative. Here are a few ways teachers can better take advantage of formal and informal learning, the use of a back channel, and modeling life-long learning.

Winners and Losers with Open Education Resources

In the fourth installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker discuss the growth of open online resources and their impact on blended learning.

The End of Liberal Arts Education?

Historic forces in higher education may have serious repercussions for K-12.

Rushton Hurley on Data-driven Deception

Does educational research data tell us anything? Can it prompt us to improve what we do? The important question for me is whether research of any kind prompts me as an educator to think about ways to improve my teaching.

A Time and Place for Cell Phones?

T.H.E. Journal Executive Editor Michael Hart talks about the storm of comments readers had to a handful of articles published over the last few weeks concerning the use of mobile devices in education, in general, and the use of smartphones either in or after class, in particular.

Why BYOD, Not Banning Cell Phones, Is the Answer

It's difficult to have a conversation about using cell phones for learning without someone complaining that the phones will be a distraction. These complaints are presumably made by those who have never been in schools where cell phones are used as learning tools. Those who have know that not only do teachers find distraction is not an issue, they also find students are more engaged and excited about learning.

Creating Assignments That Work for Digital Learning Environments

Teachers who spend time actually thinking through assignments that align with the learning outcomes of a course are the most effective at assessing the learning that has taken place. Now, however, even the most creative teachers are being stretched like never before in regards to creating assignments that work in technology-rich learning environments. While evaluating learning in the purest sense might never really be possible given the scope of variables, new technologies are making it more achievable than ever before.

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