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Scoop.it!
Factors that disrupt student academic performance include weak responses to data, work outside of the students' ZPD, and little depth of knowledge. 
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Scoop.it!
"So the iPad, then. Pop culture’s plaything and #edtech’s darling. It’s an app library, a media consumption device, and a mobile learning tool that makes yesterday’s graphing calculators, smartboards, and laptops look like abacuses. So we buy them then—by the truckloads, in fact. We stamp them as district-owned, give teachers a few PDs that show them some tools and advise them on “district policy,” and then expect miracles. It is unclear exactly how and where we expect those miracles to show up. Student satisfaction surveys? Learner engagement? Test scores?"
Beth Dichter's insight:
This post goes on to explore how to "maximize the impact of the iPad as a learning tool" and states that first we must determine the impact we are looking for. The 10 secrets includes: * Learning has not changed - we still have iPads but we must continue to teach critical thinking, backwards planning, transfer and more. * Find the overlap - The iPad goes beyond the textbook, not only can the iPad access content but it can also access peers and a larger community. * Insist on transfer - and with the Common Core this is a crtical component to consider. Click through to the post to read seven additional suggestions on how to unlock the iPad as a learning tool.
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After a discussion of the "reality of learning in 2013" this post described 10 factors that disrupt education. It does make note that the factors are subjective and it also states that they "are meant to help identify the most common barriers to student achievement."
What are the 10 factors? A few are listed below.
* Student disorganization
* Teacher Lack of Content or Pedagogical Knowledge
* Lack of Transitions Between Macro and Micro Views of Content
As many of us prepare for a new school year or for those of us teaching now these 10 "disruptors" are important to recognize. In doing so we will become better teachers.