Liselott Egonsdotter Hestréus är lärare på Katarina norra skola i Stockholm. Hon låter högstadieeleverna lära sig genom att själva berätta. Det sker genom att de gör poddsändningar, en skoltidning och instruktionsfilmer om allt möjligt som läggs ut på Youtube.

Today's students - often referred to as "digital natives" - are not any better at using technology than their teachers, according to a recent study of middle-school science teachers.

Among 4- to 14-year-olds, smartphones and tablets are the most commonly used electronic devices, according to a recent survey from The NPD Group.  

Professional development designed "for teachers, by teachers" will produce better results, Patricia Dallas, an early-childhood special-education teacher, writes in this commentary.

"Choosing the right kind of feedback makes all the difference, as the goal of feedback is to inspire and motivate teachers to improve, not to provide ineffective information that will ultimately be ignored," writes Robyn Jackson, founder and CEO of Mindsteps Inc.

With a hefty timetable and stressed teams, work-life balance for middle leaders in schools might seem unrealistic – but there is a way of surviving.

A survey reports that most teachers are finding digital games in the classroom through informal means and could benefit from improved training and exposure to resources.

Det är i första hand textens innehåll som styr lärarnas val av läromedel, inte hur enkla de är att läsa eller vad de kostar. Det framgår av en studie vid Göteborgs universitet.

How can teachers promote the intrinsic benefits of learning in school systems that depend on grades as a way to measure progress?

Pojkar kan visst skriva! Så heter forskaren Katharina Anderssons avhandling där hon studerar vad eleverna faktiskt kan, i stället för att leta efter brister.

"For many teachers who've tried it, cooperative learning is a noisy mess rather than a stairway to heaven," writes director of the Center for Research and Reform in Education at Johns Hopkins University Robert Slavin.

In this dialogue two educators discuss how mobile learning supports inquiry pedagogy, and how test scores are not necessarily a reflection of everything a student has learned.