During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 10 years. You can see all those collections from the first nine years here.
Here are the ones I’ve published so far:
Today’s theme is on using tech with students . You can see the list of posts following this excerpt from one of them:
Four teachers offer several suggestions for online tools to promote interactive learning, and many others offer readers’ comments about their favorites.
Three other teachers and I share our favorite online tools to use during this unusual year.
Examples from two educators include giving students the time to take physical breaks as well as pausing academic presentations to give students time to think.
I offer seven suggestions on how to help English-learners when doing remote teaching, including by providing graphic organizers and models.
Danielle Herro, Blake Harvard, Michael D. Toth, Michael Fisher, and Kenneth Tam wrap up this three-part series on using technology with students.
Jayme Linton, Eric Sheninger, Cindy Garcia, Suzanne Lucas, Ari Flewelling, Carrie Rogers-Whitehead, Carolyn Brown, and Jerry Zimmermann contribute their ideas on how to use ed-tech.
Anne Jenks, Michelle Shory, Ed.S, Irina V. McGrath, Ph.D., Kim Jaxon, Beth Gotcher, Elizabeth Stringer Keefe, Ph.D., and Keisha Rembert share their suggestions for using tech effectively in class.
Mark Estrada, Jenny Grant Rankin, Sarah Thomas, and Tom Daccord share their ideas about what ed-tech will look like 25 years from today.
Bobson Wong, Elissa Scillieri, Jennifer Chang-Wathall, and Anne Jenks offer their recommendations on using tech in math classes.
Kristan Morales, Cathy Seeley, and Madeline Whitaker Good write about how to use tech effectively in math classes.
Jeryl-Ann Asaro, Sean Ruday, Carolyn Brown, Jerry Zimmermann, and Sarah Thomas offer their ideas on tech in the English classroom.
Jennifer Casa-Todd, Jenny Vo, Maggie Verdoia, Sarah Acosta Landry, Ingrid Nelson, and Stephanie Affinito share suggestions on how to use tech in English classes.
Erin Bridges Bird, Peggy Harte, Patrick Brown, James Concannon, Nick Cusumano, and Donna Markey share ways to use ed-tech in science classes.
Sarah Cooper and Ken Halla share suggestions on how to use tech in social studies classes.
* ‘Social Media Helps Teachers & Students Flatten the Schoolhouse Walls’
Guests Kathleen Neagle Sokolowski, Steve Wyborney, and Brandon C. Waite write their thoughts about the roles of social media in education.
Lorena German, Shaeley Santiago, Jeremy Hyler, Troy Hicks, and Mary Howard share their ideas on using social media in education.
Elizabeth Stringer Keefe, Becky Shiring, Katie Robinson, Sonny Magana, and Monica Burns contribute their suggestions on using tech to differentiate instruction.
Anne Jenks, Ge-Anne Bolhuis, Nancy Sulla, Sarah Shartzer, Daniel L. Schwartz, Jessia M. Tsang, and Kristen P. Blair share their suggestions on using technology to differentiate instruction.
Amber Chandler, Jen Schwanke, Dawn Wilson, Katie Alaniz, Laura Greenstein, Russel Tarr, and Sarah Thomas share their ideas on using video as a teaching tool.
Jason Griffith, Ken Halla, Rebecca Alber, Jennie Farnell, Cheryl Mizerny, and Michele L. Haiken share their suggestions on how teachers can most effectively use video in the classroom.
Daniel Schwartz, Jeryl-Ann Asaro, and William Kist share their thoughts on “flipped learning.”
Rita Platt, Kristina J. Doubet, Eric M. Carbaugh, Sarah Thomas, Troy Cockrum, Sonja Cherry-Paul, and Dana Johansen share advice with teachers exploring “flipped learning.”
Brady E. Venables, Djamal Balbed, Boyd Adolfsson, Joyce Cluess, and Robert Dillon share their ideas on how to implement one-to-one computer programs in schools.
Anne Jenks, Heather Staker, Larissa Pahomov, and Stephanie Smith Budhai share their suggestions on how schools can successfully implement one-to-one computer programs.
Kristin Ziemke, Amber Teamann, Erik M. Francis, Shelly Lynn Counsell, Marsha Ratzel, and Richard Byrne share their ideas on the role of tech in meeting the Common Core State Standards.
Julie D. Ramsay, Michele L. Haiken, Laura Taddei, Melissa Oliver, and Michael Casey contribute their thoughts on the connections between ed-tech and the Common Core State Standards.
The final post in this series on web tools and apps for learning features ideas from Laura Taddei, Amy Benjamin, Kathleen Neagle Sokolowski, and Carolina Pérez Ramírez. I also include comments from readers.
Kristina J. Doubet, Eric M. Carbaugh, Jules Csillag, Tahnja Wilson, Rajesh Kripalani, Marsha Ratzel, and Zachary Walker share their suggestions for tech tools to use in the classroom.
Anna Bartosik, Jared Covili, Sam Patterson, Anabel Gonzalez, Richard Byrne, and Russel Tarr share suggestions on how to navigate through the ed-tech “jungle.”
Katie Keier, Stacy Nockowitz, Barbara Paciotti, and many readers share their thoughts on the debate between reading digitally or on paper.
Daniel Willingham, Kristin Ziemke, Lester Laminack, and Kimberly Carraway explore that topic of reading digitally compared with reading on paper in this post.
Angel Cintron Jr., Connie Parham, Catlin Tucker, Sheri Edwards, Cheryl Costello, William J. Tolley, and George Station explore what blended learning is and how it can be made most effective.
Jon Bergmann, Aaron Sams, Jake Goran, Steven Anderson, Derek Cabrera, and Rebecca Blink contribute their commentaries on the trials and tribulations of using ed-tech.
Larissa Pahomov, Anne Jenks, Jared Covili, Billy Krakower, and Heather Staker will share what they’ve found to be common ed-tech problems and how to respond to them effectively.
Tracey Tokuhama-Espinosa, Pontus Hiort, Rebecca Blink, Leah Cleary, Heather Wolpert-Gawron, and Barbara Blackburn share their ideas on the role of tech in schools.
Andrew Miller, Jennifer Orr, Michael Fisher, Cheryl Mizerny, and Travis Phelps discuss which should come first—curriculum or tech?
Educators Suzie Boss, Ken Halla, Jennifer Gonzalez, Kristina J. Doubet, Eric M. Carbaugh, Heather Staker, Katie Muhtaris, and Kristin Ziemke provide their suggestions on how to balance the use of technology in the classroom.
John Spencer, Andrew Miller, Heather Staker, Jeffrey Benson, and Louis Cozolino discuss the definition, and practical impacts, of personalized learning.
Diana Laufenberg, Allison Zmuda, Pernille Ripp, Barbara Bray, Kathleen McClaskey, and Steven Anderson share their thoughts on what personalized learning looks like in the classroom.
Several educators volunteered to write responses for this post—Rusul Alrubail, Michael Fisher, Frank Serafini, Kristin Ziemke, Kate Muhtaris, Jeb Schenck, and Joe Rommel.
Laura Blankenship, David Malpica, David Thornburg, and Terry Graff have contributed commentaries here.
Sonja Cherry-Paul, Dana Johansen, Mike Fisher, Andrew Miller, and Amy Roediger share their advice.
Charlene Stone, Jeremy Hyler, and Harry Dickens contribute their suggestions.
This post’s contributors include Richard Byrne, Nancy Frey, Doug Fisher, and Ben Stern, along with comments from readers.
Alice Barr, Mark Pullen, and Troy Hicks share their suggestions.
This post includes positive responses from educators Jonathan Bergmann and Troy Cockrum, along with comments from readers.
This piece includes guest responses from enthusiastic proponents of the flipped classroom like Peter Pappas and Andrew Miller, while Josh Stumpenhorst shares reservations similar to mine in his response.
Educators Ben Stein, Patti Grayson, and Bill Ferriter, along with readers, have contributed their responses in this post.
Sylvia Martinez, Tina Barseghian, and Scott McLeod contribute their ideas here.
This post features pieces by Gary Stager and Kevin Hodgson.
This post includes pieces from educators Kathy Cassidy and Josh Stumpenhorst, as well as readers’ comments.
Popular blogger Richard Byrne and I provide our suggestions.
Educators Bud Hunt and Ernie Rambo take on an issue that always seems to be in the news.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.