People want to CREATE and be CREATIVE

A quick copy+paste of my curation and ruminations around CREATIVITY as a transformative asset for LIFE, LEARNING and WORKING.





The U.S. study, Creativity and Education: Why it Matters (Adobe), sheds light on the role of creativity in career success and the growing belief that creativity is not just a personality trait, but a learned skill.

85% said it was a critical skill for their career

78% wish they had more ability

82% wish they had more exposure at school.



I like these two credible references


Creativity as a transformative asset

A recent PricewaterhouseCoopers 2016 CEO Survey cited creativity as one of the key skills needed for employees today. Furthermore, CEOs have said creativity is the most challenging skill to recruit and retain in employees. Visionary business leaders know that in order to succeed in tomorrow’s economy, where productivity will be a given, they need to solve this problem by unlocking the creativity of their employees and then infusing that ingenuity into their company’s products, solutions, and business strategy


The Future of Work is Creative

We face global issues that require all of us to unleash our creative potential to solve problems, make new connections and generate ideas.

Creativity is not only the domain of artists and musicians. It is a process in which we all can engage and all need to encourage.


What do parents think about #edtech?

We were curious about the current perception of parents so we asked them! Parents are our students first teachers and may view schooling through the lens of their own experiences. Find out what they said about the role of technology in supporting learning.


What’s New in EDU Episode 23

What happens when STEM hacks Sharknado and Skype undoes language and distance barriers? How good can teaching and learning become when tools support the needs of all learners to achieve their full potential?

Join me in the latest episode and find out so much more.


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Find out more education



The question is no longer ‘Does technology make a difference’, the question is, ‘When does it?’ Here’s a mountain of evidence to explore.

The Class of 2030

This research explored the experiences, expectations and aspirations of young people as it related to education. 4000 students and teachers across 4 countries plus a review of 150 existing pieces of research/ evidence and discussions with thoughtleaders and student focus groups helped inform this.


Blog: How Can Technology Empower the Class of 2030?

Class of 2030: Infographic

How Minecraft Supports Social and Emotional Skills

Learning Tools (RTI)

Now a key accessibility feature across O365, Learning Tools proves that when you plan for inclusion, everyone benefits. Immersive Reader, the breakout feature for unlocking literacy.

·        Full report:



The question is not DOES TECHNOLOGY MAKE A DIFFERENCE, the question is UNDER WHAT CONDITIONS DOES TECHNOLOGY MAKE A DIFFERENCE? Find the answer th this question and the hard data that backs it up.

·        Year 1 Full Report:

·        Year 1B Blog and report


How do we develop critical social and emotional skills? What is the potential of #edtech to amplify human qualities?



What happens when a district commits to raising the bar and closing the gap and levers technology to seek to understand the situation  and the impact of interventions. 






Are online sandbox games a good platform for developing SEL? The answer is YES




This whole system, covering an enormous geographic area has committed to building educator capacity through an innovative online learning community and in doing so, is transforming.


The Record, April


CIO, June


Channel Life, June


The Educator, November–report-243435.aspx


Teams blog story, June


Microsoft Education YouTube, October


Microsoft Education Australia Media site with CEWA video, photos, stories, and paper, October


Microsoft Enterprise story, October


Microsoft blog story, October


Harvard Business Review story, October


Educator Online, November

What really makes a difference to student learning? Updated 2018

John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”

Retrieved from




Personalization vs Differentiation vs Individualization

Originally posted Wednesday, June 25, 2014

Updated Personalization vs. Differentiation vs. Individualization Chart Version 3

Personalization v Differentiation v Individualization (PDI) Chart (Version 3) 

The PDI chart was created for a reason: to clarify the differences in these terms. In 2010, the National Ed Tech Plan defined all three of these terms as they are related to instruction. We needed to emphasize the differences: Personalization is learner-centered. The other two, Differentiation and Individualization are teacher-centered. Personalization or Personalized Learning means the learner is driving their learning. When the learner takes responsibility for their learning, teaching and learning changes. The roles of the teacher and learner change. We welcome you to share the PDI chart and use it for action research, professional learning, and to go deeper and clarify the terms so learning is deeper, relevant, and engaging.

Social and Emotional Skills : Fundamental, not ornamental.

Delighted to share with you the resources curate for the recent National Charter Schools Conference June 2018. If you are interested in social-emotional skills and the potential role technology can play in augmenting, extending and enhancing, you may like some of these or have others to offer. You can double-click and leave or reply to this post.

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