Either watch the video above or listen/download to audio only below.

There are few educators better suited to discuss the state of play in education and technology than Alana Winnick, author and creator of The Generative Age, a book and podcast that explores the rapidly evolving world of generative artificial intelligence and its impact on education.

Winnick is also the founder of Students for Innovation, an organization that empowers students to advocate for change within their schools. Oh, she also serves as the Educational Technology Director and Data Protection Officer for Pocantico Hills CSD in Sleepy Hollow, NY, and as a Director for the New York State Association for Computers and Technology in Education (NYSCATE). Oh, and she is ALSO the FETC 2026 keynote speaker. Whew!

Listen for exclusive insights into her presentations in Florida next month.

In this snipped, Winnick talks about the importance of explaining the why behind phone bans.

• Tech & Learning Conversations with Kevin Hogan

Cell phone bans in schools have become increasingly common recently, thanks to growing concern among education policy leaders about the devices and the suspected link to negative mental health outcomes in kids.

Bans have been enacted nationwide at the classroom, school, district, and state level. At the start of this school year, The National Education Association reported that 15 states have passed laws or enacted policies that ban or restrict cell phone usage. Several additional states are now considering similar laws to limit cell phone use in school.

However, implementing a cell phone ban is not always a simple process, as school leaders must address concerns from students and their parents, and then decide what a cell phone ban actually looks like in their education settings.

​​Alana Winnick, an author and Educational Technology Director at the Pocantico Hills Central School District in New York, and Mary Jane Warden, Chief Technology Officer at the Community Consolidated School District 15 in Illinois, share lessons they learned from their experience with implementing cell phone bans.

What Does Your Cell Phone Ban Actually Include

The ways in which a school implements a cell phone ban can vary significantly.

“Some districts are buying these [phone] pouches for students to keep their cell phones in,” Winnick says. She adds that some districts are getting special cell phone lockers in each classroom where teachers collect and store phones at the beginning of each class. Other schools are having students simply keep their phones in their traditional lockers or instruct students not to have their phones out during the school day.

Winnick and her colleagues decided a simpler approach would be most effective for their students.

“As with anything else, children find a way to get around these things,” Winnick says. “If you're telling them to put their cell phone in a pouch, or if you're collecting them at the door and putting them in a locker, then guess what, they probably have another cell phone in their desk. They're probably giving you their old phone.”

She adds, "We just have a policy that says, 'Keep your cell phone in your locker,' and our students have been pretty respectful of that. If we catch them with their cell phone, then they know there are protocols in place for that.”

Even so, there have been some unforeseen reactions.

“Students didn't understand that this applies to smartwatches," Winnick says. "They were also all wearing smartwatches and were literally texting and calling their parents."

Because of this, students needed to be reminded that the cell phone ban also extended to smartwatches.

Communication With Students

Warden’s district met with student advisory groups to discuss their ban. She says other school leaders should explore this, as it helps explain school policies to students and lets district leaders learn what students think about all this. In her district, for example, Warden says students understood that using cell phones can be fun and helpful but also can have a negative effect.

“They fully recognize that there’s this push and pull around what cell phones and social media do to their brains,” Warden says. “They also recognize that they are a distraction. We had several groups even say, ‘We understand that it is a distraction. We've been distracted in class. So we see the need, but we don't want you to take them away.’”

As the conversations progressed, the students also agreed that the downsides of social media use were more extensive than just being a distraction. “They also reported that, you know, there have been misuses, that there are risks of cyberbullying, and there's a lot of social media drama to navigate around in this day and age,” Warden says.

Engaging in these conversations with students in an honest and open manner can help explain the impetus behind a cell phone ban and get more buy-in from your school community.

Communicating With Parents

Some of the biggest critics any school instituting a cell phone will encounter are parents.

“Parents have this perceived need to be able to communicate with students throughout the day,” Warden says. “Because the technology is so available and so prevalent now, parents don't want to just call the school to reach their students.”

Still, districts can remind parents that, in fact, calling the school works just fine, and that the school has procedures in place to notify parents in emergencies.

Some schools have also explored giving students access to phones at certain times during the day.

As with other aspects of technology management, the right approach is often dependent on the setting, and each school or district needs to find what works for them. Whatever policy a district chooses, inviting parents to be partners in fostering healthy digital habits in children is important, as discussions around appropriate cell phone usage should not begin and end with the school day.

Winnick’s district has been partnering with its PTO to encourage better cell phone use overall. They’ll begin each session with an expert sharing insights, then they’ll open up to discussion so parents can share what is working and not working with their family’s use of technology.

“They're all sharing things like, ‘This is what we do at my house: we make a tech stack of all the technology when we're eating dinner so we can all be engaged,’ or 'We make sure that laptops are only used in common areas, such as the living room or the dining room.’”

Winnick adds that these conversations help educators and caregivers join forces in trying to make student phone and technology more appropriate. “We're all creating this community where we're sharing what's working and what's not working,” she says.

• Exploring The Use of Phone Pouches in Schools
• Managing Screen Time Without Banning Technology

As a school leader, I have witnessed a surging interest in implementing phone management systems, such as Yondr phone pouches, to address distractions to student learning. These magnetically sealed pouches are gaining traction in schools, offering the potential to reduce distractions, improve student focus, and enhance more direct social interactions among students.

At the same time, the implementation of phone pouches has brought controversy and unique challenges.

Potential Benefits of Phone Pouches

Increased Academic Focus: Evidence suggests that removing distractions from phones during the school day leads to improved performance. At Barnard School in New Haven, students begin their day by placing their phones in magnetically sealed Yondr pouches, which remain locked until dismissal. This initiative has changed the school environment, with demonstrations of increased focus and academic improvement. Eighth-grader Grace Sherman says she went from C’s to A’s in her classes, attributing some progress to the reduction in phone distractions. Principal Stephanie Skiba says that the pouches not only curbed social media use but also enhanced peer interactions and classroom engagement.

Enhanced Social Interaction: As social creatures, it is human nature to engage with others. With phones inaccessible, students are more likely to turn to face-to-face communication, fostering stronger peer connections. Schools using pouches observe improvements in the social climate of classrooms and cafeterias​.

Increased social interaction is fundamental to student development because face-to-face communication builds essential life skills, such as empathy, active listening, and emotional regulation. Without the constant pull of phones, students have more opportunities for meaningful, organic interactions with peers.

These interactions strengthen bonds, encourage collaboration, and help develop a sense of community. Additionally, schools report that environments in which phone use is limited foster more inclusive social climates, as students focus less on curated digital personas and more on authentic, in-person connections. This creates a stronger foundation for their emotional and social growth.

Reduction in Behavioral Issues: Limiting phone use minimizes disruptions, such as texting during class or accessing inappropriate content. This change helps create a more conducive learning environment and increase focus, and helps reduce behavioral issues that stem from off-task phone use, contributing to a smoother, more cooperative atmosphere for learning. Forty percent of public schools experience moderate to severe negative impacts on student learning and teacher/staff morale when students use electronic devices without permission.

Reducing FOMO: Using pouches can help alleviate anxiety tied to fear of missing out (FOMO) by creating a shared environment in which students know their peers are also offline. This minimizes the stress of not being up-to-date on social media trends or group chats during the school day. Students can focus on in-person interactions, fostering a sense of presence and belonging that mitigates the comparative pressures often exacerbated by social media use.

Challenges in Implementation of Phone Pouches

Resistance from Students and Families: Some students may feel frustrated by the restriction of phone access, leading to complaints or attempts to bypass the system. Additionally, parents may voice concerns, particularly regarding their ability to reach their child in case of an emergency, creating tension between the need for phone restrictions and the desire for communication flexibility during school hours. This challenge requires clear communication from school leadership and compromise to ensure a balanced approach.

Prohibitive Costs: The cost of implementing pouches can be a significant barrier, especially for schools in lower socio-economic areas. At $20 per pouch, outfitting a large student body can strain limited budgets, potentially diverting resources from other critical needs. The logistics and added cost of distributing, collecting, and maintaining the pouches also need to be considered.

Schools must carefully weigh the benefits of phone restrictions against the financial investment required, considering alternative solutions or seeking external funding to offset costs.

Balancing Digital Literacy: While using phone pouches can improve focus and reduce distractions, it’s equally important that schools ensure students continue developing essential digital citizenship skills. Students need opportunities to engage with technology in productive, educational ways to prepare for the world ahead of them. Schools must strike a balance by incorporating digital literacy lessons and responsible tech use, providing students with the tools to navigate online spaces safely and effectively, without being overly reliant on their phones.

Emerging Opportunities With Phone Pouches

Promoting Overall Digital Well-Being: By limiting phone access during the school day, students are encouraged to recognize the importance of setting digital boundaries and developing healthier technology habits.

This also helps students understand the value of disconnecting from constant notifications, fostering a balanced relationship with technology. Ultimately, it encourages mindfulness, supporting students in navigating the digital world more intentionally and responsibly, which is essential for their overall mental and emotional well-being.

Encouraging Flow And Deep Work: The benefits of distraction free productivity are too significant to ignore. Eliminating phone distractions with pouches fosters two powerful opportunities for students: flow and deep work.

Flow is a state of intense focus where you’re fully immersed in an activity that challenges you at just the right level of difficulty. Flow happens when distractions are absent and you balance challenge and skill, so choosing goals that push you out of your comfort zone without overwhelming you is key.

Deep work is the ability to focus intensely on cognitively demanding tasks. Deep work creates incredible learning and productivity by students, eliminating superficial distractions such as phones. This allows students to work on the most challenging aspects of your goal during your peak productive hours. This deep focus builds momentum toward long-term, meaningful accomplishments.

Building Student Agency: Schools can involve students in refining policies around phone pouches, ensuring better acceptance and smoother implementation.

By engaging students in discussions about the rationale behind restrictions, schools can create policies that are more aligned with their values and concerns. This collaborative approach increases buy-in and empowers students to take ownership of their behavior and school environment, leading to a more successful and sustainable integration of phone management systems.

Phone pouches offer a promising solution to mitigate smartphone distractions while fostering a focus on learning and interpersonal connections. Schools must address challenges thoughtfully, balancing restrictions with the need for digital education. Sharing experiences across educational communities can help refine this approach for optimal benefits.

• I Tested Social Media Civility Around A Hot Topic And The Results Will Surprise You
• 7 Things School Leaders Can Do To Promote Digital Citizenship in the Community

One of the more hotly debated topics in education is whether students should have access to their cellphones in school. Glenn Robbins, Superintendent of the Brigantine Public School District in New Jersey, speaks with us about the potential positives and negatives of a cellphone ban in schools and where we go from here.

Cellphones have become one of the most important pieces of technology in our lives as these offer a way to stay connected with family, friends, and emergency contacts. But cellphones can also create a distraction in the classroom. Is a cellphone ban the right way forward?

“I think it’s a proven statistical point,” Robbins says. “In the last couple of years, you’ve seen discipline numbers go up. You’ve seen academic struggles go up, and the question is whether that was from the closures where the lockdown happened. You see the academic struggles that some of these kids have who were virtual or not in school for a year or two. You hear a lot of administrators and teachers talking about respect and discipline not being to their liking.”

The pandemic has changed how many students and teachers view in-person school, but one thing that hasn’t changed is students stay in contact with their friends, and that’s with their cellphones. But cellphones have many other uses outside of communication. Does that alter our considerations when it comes to cell phone bans?

“The biggest way that I look at this is the equity piece, and what I mean by that is you have kids of various backgrounds coming to your school,” Robbins says. “They might only have a cell phone in their household. It might be a tablet. They might not have an updated laptop or Chromebook, whatever it may be. So when the teacher sends the student home with homework, they might not have the accessibility of all these different apps and programs [that we are using]. So that’s a part that I’m a little concerned about.”

Dealing With Technology-Based Issues Such As Cyberbullying

Cyberbullying is much more prevalent now because of the amount of access children have to connected devices and social media. Would a cellphone ban eliminate cyberbullying altogether?

“I’ve seen articles of people talking about trying to get rid of cyberbullying,” Robbins says. “My question is what happens when the dismissal bell rings at the end of the day? What is the first thing a kid does? They take out their phones. And from the end of the school day until they come back the next day, they’re teaching themselves what to do and what not to do on their devices.”

Focusing efforts on strongly promoting digital literacy during the school day can help inform students on proper device use.

“[We can] show them the possibilities on how ethical use of a device can help them become successful citizens,” says Robbins. “I often think about AI. How do we use this? How do we look into this? How do we go deeper? How can we use it in different lesson plans? Once again, if we don’t show them, they’re going to go home and download who knows what.”

Making students understand the implications of their actions is also critical. “We bring in our local prosecutor, he works with our local police department and talks about things you shouldn’t be doing on cellphones and so forth,” says Robbins. “Those conversations need to be had instead of just shutting them off and putting them away.”

How Far Would A Cellphone Ban Reach?

Banning cellphones in school mostly pertains to students, but what about teachers? Should teachers and administrators also not be allowed to use their cellphones in an educational setting?

“Technology is only going to evolve,” Robbins says. “The businesses that [students] are going to work in may not be an iPad business. It might be that they’re working remote, using any technology you have to get the job done. This gives you the freedom and autonomy to do your job. I look at it from a role model perspective. If we’re telling students they can’t have their phones, and then you have teachers using them or administrators using them, what messages does that send? Are we supposed to be role models? Are we supposed to show [students] how to properly use technology? Sometimes, I question that.”

Regardless of how you look at a cellphone ban, it is evident that students have a unique opportunity to learn how to interact with the digital world inside of a classroom. Whether or not teachers take the chance to embrace that philosophy is up to the decision makers.

Related:

• Guarding Your District Against AI Deepfakes, Including Porn
• Managing Screen Time Without Banning Technology

Tired of carrying around a bulky notebook or tablet all day from class to class? Samsung has an app for that. The company’s DeX Desktop Experience software is a unique program that lets teachers and students put all their schoolwork on their phones. With the power to redefine how schools deal with digital media and curriculum, DeX can be a real eye-opener. 

Used by first responders and the military as a way to do without bulky computers, the key is that in addition to using the phone for calls, texts, social media postings and Web work, you can plug the phone into a display and interact in a full desktop environment that’s looks and feels a lot like Windows and macOS. In other words, there’s no need to carry a phone and a computer around anymore. Teachers and students can take notes, draw geometric shapes or sketch a social studies map on the phone directly and then plug it into a display, keyboard and mouse for heavier tasks, like writing or grading essays, doing Web research and interacting with online curriculum. 

[Put To The Test—HP Chromebook X2]

PLUG AND VIEW

Even though DeX has the power to turn a phone into the equivalent of a full desktop computer, its day-to-day use is surprisingly simple. There’s nothing to download or install; the needed software is already on the phone. DeX leaves all the phone’s security in place and when it’s connected, you can open the phone by entering its PIN using a keyboard. 

The result can be eye-opening for educators, to say the least. When its connected to a display or projector, instead of a cramped vertical view of the phone’s screen occupying about one-third of the display space, Dex delivers a full-screen horizontal experience at up to the phone’s screen resolution. 

Windows and Mac users will feel right at home. There’re icons for programs as well as a row of apps and services along the bottom. Click on any icon and you get a full-screen space to work with. It’s perfect for typical school tasks, like researching a chemical reaction online, going through a spreadsheet of chem lab results, writing up the lab and even adding in tables and illustrations. That’s because under DeX’s skin is a full multi-tasking environment where windows can be resized, moved around and items can be dragged from one window to another. 

The latest DeX software allows another trick. If you load the DeX app on a PC or Mac and plug the phone into its USB port, the phone can exist inside a window on the computer. This allows you to drag images, Web addresses and blocks of text between the computer’s open windows.

Unlike other platforms, though, there are no native DeX programs, per se. There are, however, hundreds of Android apps that have been enhanced to work with DeX. They range from Word, Excel and PowerPoint to Adobe Acrobat, Gmail and the Chrome Browser to a slew of Photoshop apps and several videoconferencing services. The vast majority of Android apps have not been enhanced but work with DeX without a problem.

Not all phones work with DeX, though. The easiest way to make the connection is to use a USB-to-HDMI adapter with a Samsung Galaxy Note 9, S10, S10+, Note 10, Galaxy Tab S6 or Active Tab Pro tablet. Older phones, like Galaxy S8, S8+, S9, S9+ or Note 8 phone require the $60 DeX Station dock that also charges the phone. Once the phone is connected to the display, you can either use a USB hub to plug in the keyboard and mouse or link them using Bluetooth. You can also use the phone’s screen as a touchpad.

PHONE-CENTRIC SCHOOL

Using DeX at school will require a paradigm shift to say the least. Imagine that rather than supplying computers for students and teachers or specifying what parents should get for their kids, the school required students to have a DeX-ready phone. The students would do their class assignments, homework and tests on the phone either directly or connected to a keyboard, screen and mouse that the school provides in classrooms, libraries and common areas. At home, they can plug into a computer for research, homework and working on longer projects. 

To see how DeX can change the dynamic of teaching and learning, I set a Note 10+ phone up with an Acer 21-inch HD display, generic USB-C to HDMI adapter and a Logitech K400 wireless keyboard and touchpad; later, I switched to an AOC i1601FWUX USB-C display, which didn’t need a video adapter. All told, it took less than a minute to set up and the gear cost less than $150 but getting a compatible Samsung phone is the big-ticket item, costing between $200 and $1,000. 

I started by creating and presenting a social studies lesson in PowerPoint on immigration using the public records from the Ellis and Angel Island immigration archives. Then, I moved on to giving a lesson on simplifying fractions and how hydrogen bonding affects biology. When I was connected to the display, keyboard and mouse, it was the equivalent of desktop computer but when the bell rang, rather than stuff a cumbersome notebook into a bag, I unplugged the Note 10+ phone, put it in my pocket and was ready for the next class. 

The DeX desktop came into its own when I used Google’s Live Transcribe app on the phone to record a 45-minute lesson. While the initial transcription was tolerable, using DeX, a big screen and keyboard made correcting its mistakes much easier than doing it on a phone’s small screen or transferring the data to a desktop computer. 

It’s odd, but about the only thing DeX can’t do is allow me to use the phone’s touch-sensitive display and its S-Pen to interactively annotate what’s on the screen. This would have been a big help in pointing out a trick while solving an equation or underlining a passage in a novel. 

DeX may not be for everyone, but it has the power to transform your phone into a desktop computer. Afterall, you already have your phone with you all day, why carry anything else.

Samsung DeX Desktop Experience: Grade A

Price: works with Samsung Galaxy S8, S8+, Note 8, S9, S9+, Note 9, S10, S10+, Note 10 phones as well as Galaxy Tab S6 or Active Tab Pro tablets; some might need a desktop dock 

Pros

• Free software
• Turns phone into the equivalent of a desktop computer
• Multi-tasking environment
• Lots of apps available

Cons

• Can’t use the phone’s screen to annotate
• Requires moderately expensive phone

To ban or not to ban, that is the question. Phones in school continue to be a hot potato topic. They cause distraction! They are a valuable learning instrument! School districts in Wisconsin continue to ban cell phones after school staff say students are more engaged. The entire country of France is now under a law that prohibits mobiles. But I think the experts in this USA Today column get it right: “How many people go to work each day and turn their phone in...getting ready for career and college is learning how to avoid the distraction of your phone.” —Kevin Hogan, Managing Director of Content

[8 Tips for Teachers Using Google Cardboard in School]

Today, IXL Learning announced the release of its iPhone app, which features more than 5,700 skills in math and English language arts. The app covers math from pre-K to Calculus and language arts from pre-K to 12th grade. The IXL iPhone app can be downloaded for free on the Apple App Store.

[Google Classroom Feedback: New Features]

IXL provides personalized learning and detailed explanations help students grasp new concepts and correct mistakes. Problems on IXL are algorithmically generated, rather than pulled from a static question bank. This ensures students can practice as much as they need and never see the same question twice.

[Do you have an innovative edtech product? Nominate it for the Tech & Learning Awards of Excellence Contest! Click here for details]

The IXL app also includes mobile-specific features such as handwriting recognition, which allows students to enter answers to math questions by writing on the screen.

Learn more and download here: www.ixl.com/apps.

IXL’s student-centered learning experience has been recognized by the SIIA CODiE Awards as the Best Educational App for a Mobile Device for two consecutive years.

Are you reading this on your phone? Do you have a problem? Last week’s Pew report release may suggest as much. While the survey focuses primarily on teenager use—72 percent of teens say they often or sometimes check for messages or notifications as soon as they wake up, while roughly four-in-ten say they feel anxious when they are phone free—results show adults have some issues too. 36 percent say they themselves spend too much time on their devices. And 51 percent of teens say they often or sometimes find their parent or caregiver distracted by Internet cats. Here’s a simple question for teachers: Do you check your phone in class, or between classes? —Kevin Hogan, Content Director

[Are Our Phones Smarter Than an 8th Grader?]

Guest post by Steven Baule, Superintendent at Muncie Community Schools, Indiana: Progress is wonderful as long as nothing changes, right? Recently, there has been some conversation about the disappearance of analog clocks. Slate commentator Rachelle Hampton responded online to a UK Telegraph article about removing analog clocks from UK schools as they cause angst for students who can’t use them to tell time. Some say: teach them how to read analog clocks. Others say, why bother? It sounds like a similar argument I discussed a year ago about cursive writing. I thought back to the days when I used an analog watch to determine direction. Today’s smartphone GPSs remove that need. Trekwarrior writes about other ways you can use an analog clock, such as using the hands from the watch for fishhooks in a survival situation. Not sure most of us will ever need to do that.

[One Week Into a Phone Free Classroom]

A UK Mirror article identified 20 skills that are dying out due to societal changes, including map reading and the use of a compass. How many students are still learning how to read a map in social studies or geography class? The same Mirror article identifies touch typing as another skill on the endangered list as computer interfaces become more naturalistic. Of course, we seem to have survived the general societal inability to understand a sundial and most of us no longer diagram sentences. Have you ever seen an eighth grade exam from the turn of the previous century? I like the 1912 Bullitt County, Kentucky Exam as it is documented and provides the answers.The game show Are you Smarter than a 5Grader reminds us that much of this information is lost after the exam is over. What do you remember from fifth grade? Try taking this online test here to see how much you remembered – and forgot.

We went phone free in our classroom five days ago. Five days of no phones allowed. Five days of fewer distractions. Five days of being conscious of when we pull out a device, and when we purposely put it away. Over spring break, I had sent the following email to students and parents letting them know of the decision, worried about the top-down approach I was taking with this decision. And yet, I felt like we had to try something new and now was the time for the change.

[On the Need for Phone Free Classrooms]

Read more

cross posted at http://pernillesripp.com/

Mass consumer of incredible books, Pernille Ripp helps students discover their superpower as a middle school teacher in Oregon, Wisconsin. She opens up her educational practices and beliefs to the world on her blog www.pernillesripp.com and is also the creator of the Global Read Aloud Project, a global literacy initiative that since 2010 has connected more than 1,00,000 students. Her book Passionate Learners - How to Engage and Empower Your Students is helping teachers change the way students feel about school. Her other book Empowered Schools, Empowered Students is meant to give others the courage to change. Follow her on Twitter @pernilleripp.

I teach 7th grade and if there is one thing I have learned about 7th graders, it is that sometimes they do goofy things. Sometimes they see a hole in a chair and stick their head in it only to find that they are now stuck. Sometimes they say something that unintentionally makes their peers laugh. Sometimes they take a risk but fail miserably.

And for the longest time, it was no big deal. For the longest time, we laughed at our mistakes, used them to create a community where we could fail together, laugh when things didn’t work, and then go home knowing we tried.

[The True Power of Technology]

But I have noticed in the past couple of years that this feeling of security in our classroom, that this sense of community where we can take risks and not care as much if it doesn’t work seems to be harder and harder to accomplish.

Read more

cross posted at http://pernillesripp.com/

Mass consumer of incredible books, Pernille Ripp helps students discover their superpower as a middle school teacher in Oregon, Wisconsin. She opens up her educational practices and beliefs to the world on her blog www.pernillesripp.com and is also the creator of the Global Read Aloud Project, a global literacy initiative that since 2010 has connected more than 1,00,000 students. Her book Passionate Learners - How to Engage and Empower Your Students is helping teachers change the way students feel about school. Her other book Empowered Schools, Empowered Students is meant to give others the courage to change. Follow her on Twitter @pernilleripp.

The holidays are here. You've taken tons of pictures and some video too. Once all the excitement dies down, you might want to capture those memories to look back upon in a home movie to look back upon in the future as well as share with loved ones who are unable to join you for the holidays. Today, doing that is a whole lot easier then it was even a few years ago.Here is what you need to know to get going.

GoPro Quik

For the adventurous there is an app made by the makers of GoPro. It's called Quik and while it integrates with GoPro cameras, it works across platforms. It's know for making fast, fun, videos that are beautiful. Learn more here.

Apple Clips

If you want to stick with Apple, they have a nifty new movie making app out this year called Clips which you can read about here.

Google Photos

Whether you have iOS or Android, you might want to use Google since it has unlimited storage for photos and video. You can read how to Get Going with Google Movies and here are 8 Tips for Movie Making.

Download

All three options are free. Visit the links below to download the option you want to try.

Download Quik

Download Clips

Download Google Photos

Lisa Nielsen writes for and speaks to audiences across the globe about learning innovatively and is frequently covered by local and national media for her views on “Passion (not data) Driven Learning,” "Thinking Outside the Ban" to harness the power of technology for learning, and using the power of social media to provide a voice to educators and students. Ms. Nielsen has worked for more than a decade in various capacities to support learning in real and innovative ways that will prepare students for success. In addition to her award-winning blog, The Innovative Educator, Ms. Nielsen’s writing is featured in places such as Huffington Post, Tech & Learning, ISTE Connects, ASCD Wholechild, MindShift, Leading & Learning, The Unplugged Mom, and is the author the book Teaching Generation Text.

Disclaimer: The information shared here is strictly that of the author and does not reflect the opinions or endorsement of her employer.