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The editorial by Bull et al. (2008) on connections between informal and formal learning made explicit one element of solving what Koehler and Mishra (2008) termed a "wicked problem." This wicked (complex, ill-structured) problem involves working with teachers for effective integration of technology in support of student learning. The technology, pedagogy, and content knowledge (TPACK) model suggests that some individuals may have expertise in technology, some may have expertise in pedagogy, and some may have content area knowledge, yet real success can be anticipated only at the convergence of all three areas of expertise (Bull et al., in press). Bull et al.'s editorial reminds us of the importance of sociocultural context in implementing any instructional approach or professional development model--a context that should connect to and, where possible, take advantage of innovative technologies, including "emergent social media and communications technologies." The editorial prompted our own discussion of K-12 and preservice programs that had already connected informal and formal learning, and it challenged us to consider some essential conditions for supporting classroom applications of Web 2.0 technologies.

Many benefits accrue for students when they work in teams. Researchers have shown that the learning-by-doing approach of group projects results in active learning and far greater comprehension and retention, higher levels of student achievement, accomplishment of sophisticated learning objectives, the development of critical reasoning skills, and improved communications skills than is found with traditional lecture-style teaching methods. Overall, most research shows that students at both the undergraduate and graduate level respond favorably to group projects and suggests that team assignments are useful in team skills acquisition. Building on previous research by the first author, this paper presents data from students who experienced an innovative method of team development based on a concept coined "Speed Teaming." This method is adapted from the theory and premise of speed dating. (Contains 5 exhibits.)