# data[].attributes.body
One of my favorite ways to try to keep current with trends is through professional Facebook groups. A great one for your tech concern is the Future Ready Librarians group (there is a spin-off group for secondary librarians only, too). I also highly recommend School Librarian's Workshop and Learning Librarians, as people there are always sharing new resources and are amazing about responding to questions!

# data[].attributes.body
I think that it is something to worry about in some ways, if we let it. But it also is something to rejoice in if we can let ourselves be in that mind frame! Articles like this one have really helped me have some ideas on how to stay current.

# data[].attributes.attachment_link.readable_text
Technology in the classroom is moving at a rapid pace, and it's not slowing down anytime soon. As it continues to grow, so does the need for teachers to keep up with it. We are living in a time period where children as young as 2 can navigate their way through an iPad or smartphone faster than we can. This means that in order to educate our youth, we will need to be one step ahead of them. However, with the constant changing of all of this new technology in the classroom, many teachers are finding it too hard to keep with them all. Teaches are asking themselves "Isn't the point of technology in the classroom to make our jobs easier, not harder?"

Many educators, especially the veterans, fear that they don't have the skills and training that is necessary to educate their students properly with technology. Some even think that ed-tech will somehow disrupt their teaching methods, or even go as far as replacing them in the classroom. While these fears are legitimate, teachers need to keep in mind that implementing ed-tech is about improving the learning experience for their students. It's about using a different method to keep students interested in the subject matter, as well as keeping them motivated to learn. It's also an opportunity to enhance students' needs as well as their interests. You can either stay up-to-date with the latest in ed-tech, or you can risk losing learners.

How to Keep Up with Educational Innovations

Technology trends are constantly changing and evolving fast. If you are committed to learning how to use technology trends to enhance and improve your students' classroom experience, then here are a few ways that you can keep up with the latest cutting-edge technology and educational innovations.

Utilize Social Media

Social media is an easy and effective way to learn about new technologies. Take advantage of social media platforms like Twitter and Facebook, where they make it easy for you to track what's trending in the world of educational technology. All you have to do is search hashtags on both platforms like #edtech or #edchat to read all about the latest educational innovations. You can also chat with experienced techies and get all of your questions answered.

Subscribe to an RSS Feed or Newsletter

Another good way to keep with the latest ed-tech trends is to subscribe to a websites' RSS feed and/or its newsletter. Emerging Ed Tech is a great website that is devoted to providing readers with the latest news. Ed Tech Teacher is another great site that shares ideas that you can take into the classroom, as well as keeps you up to date with the latest technologies. Wired and ExtremeTech are two more sites that are worth looking in to.

Surround Yourself with Techies

Everyone knows someone who is a technological master of sorts. This is a person who can fix your computer in a pinch or knows everything there is to know about current technology. Cultivating friendships with people like this will help you learn and understand, as well as feel more comfortable around technology. If there's a new device that you want to try out in your classroom, then all you have to do is ask you tech friend how it works, and if it's worth looking into.

Ask Your Students

This generation of children has been born into a world where they live and breathe technology. They are the first ones to keep up with the latest in technology, so who better to ask then your students? If you are thinking about trying a new tech tool, ask your students first. Sometimes your students already have the knowledge about the tool, and can not only teach you how to use it, but your other students as well.

Pursue Professional Development Courses

If you're looking to enhance your comfort level with technology tools, then you can become an expert by taking an online class. There are many affordable courses that can help you learn the tools that can enhance your students' classroom experience. Also, by taking a few of these courses, you will be able to position yourself for a better opportunity within your job.

In short, you must do your homework in order to keep up with educational innovations. While it would be impossible to keep up with all the latest digital technologies, it is possible to try as many as you see fit for your classroom. By adopting this approach, you will be able to ensure that your students are 21 st-century learners, and have a general understanding of the latest educational innovations.
What is your favorite way to stay current with technology in the classroom? Please share your thoughts in the comment section below, we would love to hear how you stay up to date.

# data[].attributes.attachment_link.title
Staying Current with Technology in the Classroom

# data[].attributes.attachment_link.description
Technology in the classroom is moving at a rapid pace, and it's not slowing down anytime soon. As it continues to grow, so does the need for teachers to keep up with it. We are living in a time period where children as young as 2 can navigate their way through an iPad or smartphone faster than we can.

# data[].attributes.headline
Changing technology can be such an overwhelming part of the classroom.  This article has some great advice from a panel of experts in teaching with tech.  I identified with the question on you only have 10 minutes a week to stay up to date with tech...what can you do?  They're answer is spot on!  

# data[].attributes.subject
Changing technology can be such an overwhelming part of the classroom.  This article has some great advice from a panel of experts in teaching with tech.  I identified with the question on you only have 10 minutes a week to stay up to date with tech...what can you do?  They're answer is spot on!  

# data[].attributes.attachment_link.readable_text
How should educators stay up to date with tech developments? Sophie Beyer asks a panel of experts in teaching and edtech

Contributors:

Lynne Warham (LW), Programme Leader at Edge Hill University & Teacher Progress

Tony Gurney (TG), Lecturer at University of West Scotland

Matt Wingfield (MW), Digital Assess

Craig Ring (CR), Head of Canvas & Pastoral Leader at Rooks Heath College

Graham Lowe (GL), Deputy Head at Birmingham City University

Greg Hughes (GH), Vice Principal, Learning Technology at deFerrers Academy

LW: Given how rapidly technology is changing and evolving, it's no surprise that the edtech industry is one of the fastest growing - and this poses challenges for educators. It would be unrealistic to expect teachers to keep apace of this change in its broadest sense; what is important is that they are aware of key developments which impact on the classroom and the wider school community. The most significant challenges teachers face are money and time. If teachers can't fully rely on technology to work when needed, contingency planning becomes a must. This means that teachers have an additional layer of planning and resourcing to consider, should it all go wrong.

TG: In the early days of edtech the main inhibitor to adoption was money. Devices, software and their associated infrastructure, were prohibitively expensive. Now that, in the main, most students have suitable personal devices and the institutions have perfectly adequate infrastructure the main disinhibitor is fear. Technicians fear the use of untested devices on their networks, management fear the use that may be made of their systems and educators fear that technology will be used for reasons other than those prescribed in the curriculum.

MW: Advancements in education technology are happening so quickly that it is difficult for educational institutions to maintain the same pace. Therefore, rather than attempting to embrace every new development, educational institutions should prioritise the changes in technology that can assist their existing teaching practices.

CR: Budget constraints, time constraints or fear could be contributing factors. 'Will it all work, or will my iPad fall apart when an OFSTED Inspector walks through the door?'

GL: In my experience there are two main reasons why the adoption of technology into mainstream education is held back, and neither of them are cost related. Anyone who has ever taught knows two things about teaching - it is difficult and it is time consuming. Whilst the selection and training of teachers and lecturers is clearly important there is a very large element of learning 'on the job', by trial and improvement, involved in every teacher's development. After a period of time the best teachers settle into a form of equilibrium somewhere between confidence in what they are doing and a feeling that they could do it better.

GH: I would say there are four key factors here in the UK:

1. Lack of funding, especially in the last two or three years, means schools are now redistributing funding in other priority areas.

2. Lack of time for effective CPD and training. Regular use is the best way forward but any introduction of new technology needs careful planning and regular time for practice and training.

3. Poor knowledge and lack of appreciation of benefits by school leaders.

4. Little official direction or advice since the demise of BECTA.

LW: The answer to the first question almost goes without saying, given the fact so many of those we teach are immersed in technology. The onus upon schools is clear; to effectively safeguard students, teachers must have at least a baseline knowledge and awareness of the technologies being used by them.

Schools will have some existing infrastructure and capacity to use technology - so a solid starting point is making sure that all staff are able to use what's there and are aware of freely available technology which could enhance their teaching, learning and assessment.

TG: If an educator takes their job seriously then they will make time to keep up to date in many different fields, both professional and personal. Good teaching requires making bonds with students and those bonds can come in multiple ways. Most educators are inquisitive at heart, and it should be a pleasure rather than a chore. Indeed being slightly behind the curve can lead to some interesting exchanges as students educate the teacher.

MW: Generally speaking, there exists an inherent tension between teachers and technology that needs to be alleviated. Many teachers feel that technology is disruptive in a formal learning context, whilst others lack confidence in using it. In both instances, the potential for technology to be used effectively in the classroom is not being realised.

CR: It would be impossible to keep up with every change. edtech opens up opportunities for students to collaborate in ways that may have traditionally been restricted to the classroom. Through blended learning content can be viewed at home so that students have a basic understanding before heading into the classroom.

At Rooks Heath, assessment, feedback, revision materials and worksheets can be delivered through Canvas, and we can take advantage of the hundreds of times students pick up their electronic devices outside of the classroom.

LW: Subscribing to a leading blog or Twitter chat. Starting points for Twitter chats; join in with #edtechchat (Monday evenings) and #BettChat (Tuesday evenings). Mark Anderson, a former school leader turned consultant and trainer, not only has an active Twitter feed (@ICTEvangelist), but has an excellent blog and a range of free resources via his website. To stay up to date with the latest technology developments try watching the BBC's Click programme or visit websites such as Click Online. Technology shows, conferences and edtech speed-dating opportunities offered by companies such as Innovate My School, are also great ways of tapping into new and emerging technologies relevant to the education sector.

MW: There is a vacuum in availability of general information. There are excellent points of reference online, but these tend to focus on one specific issue. The e-Assessment Association, for example, is a good place to turn if you want to learn how technology can aid the formative and summative assessment process. Undoubtedly, more centralised effort is required to provide a broader overview to help teachers discover and understand the latest developments.

CR: Twitter is an excellent provider of inspirational ideas. Get an account and search for edtech or particular practitioners of interest. You will find a massive community of enthusiasts and streams of articles that are trending. The best part is, you can find ideas that can be read in 140 characters or less.

GL: An easy way of keeping up with edtech trends is through the range of websites and blogs available. Many of these offer sign-ups to free regular e-mail newsletters or, for the more tech aware, provide regular updates on social media such as Twitter and Facebook.

GH: For individuals, go on Twitter and pick up ideas from #edchat or #ADEchat as they will get hundreds of ideas and tips from a global network of experts. For institutions, find a forum or event to share best practice such as newletters and Breakfast CPD clubs.

In most cases misuse of technology is a behaviour problem, not a specific technology problem - students need to develop responsible behaviour patterns

TG: The changes in edtech are now driven by users' experiences and expectations. Funding will be less about providing the technology (other than where individual family circumstances require some extra help) and more about ensuring that resources are usable on the array of devices already in circulation. A responsibility that will, inevitably, fall on the educator.

CR: Funding cuts seem to only be getting worse and I fear that this will mean that some schools will see tech as a luxury. However, the opportunity to save on admin expenses, saving time with workflows using Google Docs and enticing new students with modern systems may help management teams view technology as a worthwhile investment.

GH: Not in the best schools; they will prioritise to have the biggest impact. Strategic planning will allow them to fund big ICT projects like 1:1 tablet deployments for less money than they spent before, through reduced spending on outdated tech (printers, shared laptops, sets of quiz handsets, etc).

In other schools, I think it will slow down progress, combined with the other factors mentioned above. We already see this as hundreds of visitors have been to see our 1:1 iPad programme at The de Ferrers Academy and other Apple Distinguished Programme schools. The good schools are getting better, those that are reluctant to engage with technology are being left behind!

I also think that globally, many countries are catching up to and overtaking the UK. Having worked with several groups of teachers around the world, it is clear that municipalities or education bureaus overseas often aid schools with organised CPD and strategy on using technologies effectively, to ensure consistency.

LW: Regardless of approach, edtech, in some form or other, will be part and parcel of whole school strategy and school CPD provision. Many edtech companies, leading practitioners and sector experts are sharing their expertise and resources via TeachMeets, blogs and social media platforms such as Facebook and Twitter.

TG: Of course. The whole arc of history is following a technology trend that has implications for every area of life. Education is no different. The sooner that technology is regarded in the same way as a whiteboard, which is to say as an absolute minimum requirement, the better.

CR: We now use Canvas for Performance Appraisal and this has helped us to make informed decisions on CPD needs across the school. Staff earn badges through Badgr for their attendance at chosen sessions. The time it takes to complete administrative tasks for CPD has been significantly reduced.

GL: If teachers and lecturers can see the technology first-hand and can appreciate the benefits for themselves, they are more likely to want to take this into their own teaching and accept some of the initial issues around inconvenience and workload increase. Having the benefits explained by an enthusiast is never as effective in changing the views of a sceptic as a steady realisation for themselves that there are benefits to be had. This means that teachers need to be given time to work out for themselves what pedagogical or organisational problems will be solved. It may take a little longer, but is almost certainly going to be more effective than any top-down imposition.

GH: Definitely, as teachers need to see the value in using technology or it will impact on teaching and learning for them and their students. You want them to drive themselves passionately to harness it rather than feeling that it is another 'pointless' initiative foisted upon them. Ideally, the CPD should be as hands-on as possible, mirroring what happens in the classroom.

LW: To those of you who embrace edtech, keep doing so as your classrooms are all the richer for it and, I would argue, better prepare students for life in the world beyond school. For the sceptics out there or those who are scared witless of it all going wrong, why not try one thing? What have you got to lose?

TG: Both yes and no. It depends on what is meant. Do educators have to know about and/or use every piece of technology available? Of course not. Should any educator consciously disregard the benefit that technologies can bring to the learning environment? Of course not. The technology should be used to enhance the teaching, not to show how much one knows about technology.

MW: Teacher engagement with new technology can be improved by showing them that good-quality, well-designed edtech is not disruptive, and can sit comfortably alongside existing teaching methods, one such example is machine learning, which is now being introduced in the classroom by Digital Assess to augment teachers' capacity to be able to mentor students.

CR: Traditional approaches still resonate, but tech could make them more effective. I am a firm believer that teachers are vital for students to succeed. Technology is not replacing teachers, but instead providing new ways for teachers to deliver top-notch pedagogy.

GH: I think they will not operate as effectively without knowledge of technology, compared to those that have it. If you look at something like the TPaCK model, a teacher's knowledge of how to link technology and pedagogy is the weakest link, so this is a priority area to address. Teachers who embrace tech realise that they do not need to be the experts in technological specifics, more the learning focus that needs to go with it.

TG: Extremely important. Teachers cannot exist in a bubble, divorced from the real-life landscape inhabited by those they teach. That doesn't mean they have to obsessively use every new service that is available but it should at least be on their radar as being a possibility.

MW: Finding the level of technology that complements teaching style, and exploiting it to its full potential, is infinitely more important than focusing on the latest gadget.

CR: I have mixed feelings about this. It could help you choose your method of online resource delivery. However, secondary school students dislike teachers trying to be 'down with the kids'. Once parents found Facebook, students found somewhere else to play. That being said, ask a class to teach you about tech and they will be invested. They're the experts! It goes without saying, but keep your personal accounts locked up.

GL: It is almost impossible to keep up to date with every individual development in edtech in terms of the wide array of products, services, software and hardware released every year. However, it is sensible for all educators to keep abreast of trends and understand the direction of travel of educational technology, keeping up to date in the general sense will enable educators to both anticipate and engage in debates around procurement and implementation in their settings.

GH: Teachers should use whatever tools and platforms offer them the best learning possibilities. We always advise teachers against private communications with students, but having official social networking accounts that are transparent can be very useful.

For those of you embrace edtech, keep doing so. For all the sceptics out there or those who are scared witless of it all going wrong, why not try one thing? What have you got to lose?

TG: The question assumes that we have a choice. Technology will bleed into all areas of life, including the classroom. Smart teachers will embrace it and figure out ways of including it in their teaching. Modern-day Canutes will scream at the encroaching tide before they are swept away.

CR: Personally, I would like to embrace technology and teach students how to use it appropriately and effectively. However, as Pastoral Leader for Year 7 I have seen my fair share of misuse and can understand why schools are nervous about it. Establish a list of expectations and build them into the school's BFL policy. Rooks Heath are now moving from a school-wide ban to a BYOD model and I feel it is going to introduce more opportunities than problems.

GH: The world is increasingly embracing mobilisation of technology in all areas of life and business - it is the world that students inhabit socially and it is the world that they will spend most of their adult lives working in. It is foolish to create a bubble for education that does not embrace the genuine learning and engagement possibilities this offers.

Enabling all students with a personal device as part of a 1:1 scheme not also provides the most cost-effective and highest-impact options, it also mirrors real-life technology use. In most cases, misuse of technology is a behaviour problem, not a specific technology problem - students need to develop patterns of responsible behaviour and appreciate when it is or isn't appropriate to use certain tools.

TG: Staff should be sceptical. There have been far too many blind alleys and 'next big thing' pronouncements. It is only when scepticism morphs into cynicism that they should worry. Everyone should keep an open mind - just not a blank one.

CR: It is important to find leaders to push technology forward and show others how easy it can be to use. Leaders can emerge from teaching staff, associate staff, senior leaders or even the students.

GH: 1. Show them how the most effective and immediate uses of educational technology such as instant feedback, metacognition hooks and 24/7 access to exemplar resources can benefit them. Also, how these areas agree with most of the pedagogical research on what makes effective learning.

2. Encourage visits to exemplary schools to actually see how transformational technology use works in action.

3. Share savings in costs, time and the lack of need for multiple platforms.

# data[].attributes.attachment_link.title
Edtech: keeping up with the pace of change - Education Technology

# data[].attributes.attachment_link.description
Contributors: Lynne Warham (LW), Programme Leader at Edge Hill University & Teacher Progress Tony Gurney (TG), Lecturer at University of West Scotland Matt Wingfield (MW), Digital Assess Craig Ring (CR), Head of Canvas & Pastoral Leader at Rooks Heath College Graham Lowe (GL), Deputy Head at Birmingham City University Greg Hughes (GH), Vice Principal, Learning Technology at deFerrers Academy Q.

# data[].attributes.body
In order to keep up with technology, I make sure that I am using it everyday. I use a lot of programs in my classroom, and even those change yearly as they add new interfaces and update the existing functionality. I also attend a lot of professional development in the summer over technology.

# data[].attributes.body
I agree that it can definetly be a challenge to stay current with technology constantly changing. I agree with Crystal that it is very important to use student input as well as reading articles and attending workshops to learn about changes in technology.

# data[].attributes.attachment_link.readable_text
Asking if technology enhances learning is like asking if dogs are playful. Whether we're discussing tech or those furry mouth-breathers, the answer is the same: it depends on the situation. Here's a better line of inquiry: how do you coordinate knowledge, instructional practices, and technologies in order to positively influence academic achievement?

We can begin to answer this question with the Technological Pedagogical Content Knowledge Framework (TPACK), which conceptualizes the integration of "Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three," explains Dr. Matthew Koehler, editor of tpack.org. Watch (and feel free to share) the "TPACK in 2 Minutes" video below:

Reading about TPACK helps me understand why transforming instruction with technology is slow in many but not all classrooms, a notion articulated beautifully by William Gibson: "The future is already here -- it's just not very evenly distributed." Besides being expensive, meaningful tech integration is just plain complicated.

Meanwhile, those of us whose skills in tech integration are not quite Olympic class may find the SAMR model (Substitution, Augmentation, Modification, and Redefinition) more helpful for locating ourselves along the continuum of maximizing the transformational impact of technology. What won't work is waiting for technological change to stabilize. "The only way to make sense out of change," said Alan Watts, "is to plunge into it, move with it, and join the dance." The following section discusses how to do just that.

Sensible Technology Integration

By 2015, 80 percent of people accessing the Internet will do so with mobile devices. What other fundamental advances and cultural shifts will come our way? Nobody knows. But here are some guidelines for negotiating those changes:

1. Take Off Your Expert Hat

You'll never keep abreast of every technology innovation, so allow yourself to be a curious learner that doesn't know it all. Give yourself 30 minutes every couple of weeks to learn a new tech tool from Tammy's Technology Tips, Edudemic, Monica Burns' ClassTechTips, Kathy Schrock's Guide to Everything, Cybraryman's Teacher Tools, or Richard Byrne's Favorite Resources. Happy clicking!

2. Get to Know the Standards

Refer to the teaching standards crafted by professional organizations in your discipline, and then make the technology serve those standards and literacies. Let's take interactive white boards (IWBs) in math class as an example. "If children's only interaction with an IWB is to come up one at a time to answer a question," says researcher Sandra Linder, "then it is not being used in the most effective manner." Math lessons that integrate the IWB, she argues, benefit when a lesson follows the processing standards recommended by the National Council of Teachers of Mathematics:

Building communities and communication

Making connections

Representing understanding

Exploring with materials

Child-centered tasks.

3. Reach Out to Thought Leaders

To find the best tools for an authentic task, peruse the top education technology bloggers and ask their advice on social media.

4. Interact with Students via Tech

More specifically, use tech to interact with students during their learning. Two years ago, Catlin Tucker, an English teacher at Windsor High School in Sonoma County, California, created short mini-lesson videos -- flipping her writing instruction so that more class time could be used for students to write. In the computer lab, she comments on students' Google Doc drafts in real time as they're being composed. She says, "The time I spend helping my students to edit and refine their writing as they write is exponentially more valuable for them than the final comments I leave on their essays."

5. Read Henry Jenkins

North Carolina educator Jennifer Smyth introduced me to Henry Jenkins' Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. The text identifies a set of core social skills and cultural competencies that young people should acquire in order to read and impact our emerging participatory culture:

Play: the capacity to experiment with your surroundings as a form of problem solving.

Performance: the ability to adopt alternative identities for the purpose of improvisation and discovery.

Simulation: the ability to interpret and construct dynamic models of real world processes.

Appropriation: the ability to meaningfully sample and remix media content.

Multitasking: the ability to scan one's environment and shift focus as needed to salient details.

Distributed Cognition: the ability to interact meaningfully with tools that expand mental capacities.

Collective Intelligence: the ability to pool knowledge and compare notes with others toward a common goal.

Judgment: the ability to evaluate the reliability and credibility of different information sources.

Transmedia Navigation: the ability to follow the flow of stories and information across multiple modalities.

Networking: the ability to search for, synthesize, and disseminate information.

Negotiation: the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

If your students are developing disciplinary skills and knowledge through these practices, you're on the right track.

For even more information on this topic, visit Edutopia's Technology Integration Resources. Finally, don't worry about how the flurry of tech revolutions on the horizon will impact your classroom. Harvard psychologist Steven Pinker believes, "Far from making us stupid, these technologies are the only things that will keep us smart."

Tell us your technology integration success stories.

# data[].attributes.attachment_link.title
How to Integrate Tech When It Keeps Changing

# data[].attributes.attachment_link.description
Asking if technology enhances learning is like asking if dogs are playful. Whether we're discussing tech or those furry mouth-breathers, the answer is the same: it depends on the situation. Here's a better line of inquiry: how do you coordinate knowledge, instructional practices, and technologies in order to positively influence academic achievement?

# data[].attributes.body
One of the best ways to keep up with and use new technology in the classroom is by asking the students. Find out what they are using, what they like, the next "big" thing.

# data[].attributes.headline
My concern for technology is just how fast it changes and the expense of keeping up!

# data[].attributes.subject
My concern for technology is just how fast it changes and the expense of keeping up!