extent than reading text on a virtual screen. We are already seeing a move back towards books in the classroom, especially in literacy classes. 4. The impact of screen use on developing minds continues to be controversial. There is no peer-reviewed evidence that iPads and phones negatively affect development. The moral panic about screen use is similar to the moral panics about novels, films, TV, comics and video nasties that the popular press whipped up over the last two hundred years. We do need to be mindful of the arguments coming out of this quarter and respond to them in a measured way, backed up by robust statistical evidence. 5. A number of theories that still have currency in education have been refuted. These include Left Brain/Right Brain theories and Multiple Learning Styles or Intelligences (the VAK model). We must make sure that we no longer refer to, or use these theories to inform product and marketing, even if some of our clients still use it in their practice. Similarly, we must avoid inventing our own theories of education and learning, and instead align ourselves to future peer-reviewed and validated research and thinking. Game-based learning As pointed out in the section on Neuroscience above, gaming and game-based learning appears to be the optimal way to learn. Over the next few years games and gaming will increasingly take a significant role in learning. It is important to separate out Gaming from Gamification. Gamification is basically gaming-lite, whereby students get points, rewards, badges and reach levels as they learn. This is no different from the motivational gold stars or scouting badges used over the last hundred years or so and while it has some positive effects, does not have the significant impact on, or potential for, education that actual games have. The key points about gaming for education are as follows:>