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"Why use video games in the classroom as teaching tools? Let's be clear-we've come a long way from Asteroids and Space Invaders. The modern capabilities and designs of computer games provide endless opportunities for meaningful learning experiences. Used appropriately and effectively, technology can make a difference in students' lives and affect their attitude toward school in a positive way. So ditch the old stereotypes and misconceptions you may have about the ill effects of video games and reframe your perception in the light of using them to enhance learning. Gamification of classrooms isn't a new idea. The components of the gaming world lend themselves well to self-directed learning, because gaming taps into the variables which inherently motivate the desire for progress. In fact, using a set of constructs called game mechanics one could conceivably create situations that enhance learning by incorporating the kinds of motivating strategies found in today's best video games. Whether you choose to "gamify" your physical classroom all the way or only use video games as an occasional learning enhancement, making learning fun will positively reinforce students' experiences of school. Here are some suggestions on how to successfully use video games in the classroom."

"As teachers, we all have assumptions -- and likely some opinions -- about teenagers and social media. But are those assumptions correct? Well, now we have research to help us find out. This week, Common Sense is releasing its latest research report, Social Media, Social Life: Teens Reveal Their Experiences, a deep dive into the social media habits of American teenagers. This research is the second wave in an ongoing study tracking teens' attitudes about social media; we released our original report in 2012. Back then, Snapchat was just a fledgling start-up, and Facebook was a top choice for teens. But how -- and how much -- teens use social media has evolved almost as quickly as the technology itself. This year's report doesn't just tell us about teens today; compared with our original data, it shows us just how much things have changed. It might seem like teens are using social media more than ever (it's true -- they are!). Teachers work with teens every day, so it makes sense that we have our own opinions and anecdotes about their social media use. But it's important to remember that our personal perceptions about social media might not always reflect what our students experience online. And that's why this research is so important. The results of this latest study help us question our assumptions and start addressing real issues that help our students. "

"It's time we create learning environments that make mathematics accessible for all students "But I'm just not a math person." We've all heard this refrain-and possibly even echoed it ourselves. As a young student, I felt this way for many years. For some reason, math just never clicked for me. My 11th-grade math class with Mr. Peterson changed all that. Why was his class different? He worked hard to bring us examples of math in the real world, connecting concepts back to our lives and making them feel relevant and accessible to us. He gave us voice and choice in our learning, and it made all the difference for me. I can only imagine how much my confidence and enthusiasm for math could have been changed had I experienced a similar instructional approach in all the grades prior. I've come to understand that there is no such thing as a "math person," and that high-quality math instruction is key to helping learners shed that perception. We know from decades of research that success in mathematics is more linked to opportunities to learn in a meaningful way than to innate intelligence, and we know that effective educators can nurture mathematical abilities in all students."

"Teaching students about neuroplasticity and the brain's potential can have a positive effect on their self-perceptions and expectations for success in school."

"When teachers reexamine how they were taught math and their perceptions of their ability, student test scores and attitudes about math dramatically improve, according to a new study. The research, which appears in the journal Education Sciences, shows that fifth-grade teachers who took an online class designed to give them a different approach to mathematics teaching and learning, achieved significantly higher test results for their students compared with a control group of teachers in the same schools who did not take the class."

"Increasing the gender diversity of the computer science faculty should be a priority for all schools as it would provide female students--as well as students of color--with role-models and mentors. In a study conducted in a suburban area near Oklahoma University, researchers examined the correlation between an after-school engineering mentoring program led by female college students and the perceptions of sixth and seventh grade girls (Holmes, Redmond, Thomas, & High, 2012). The researchers found that high quality mentoring relationships with a female role model led to an increase in the girls' confidence in their mathematics ability (Holmes et al., 2012). Similarly, seeing a confident and successful female computer science teacher could have a positive impact on girls and boys in computer science classes."

"My students come from a small, rural community and lack a broad understanding of the larger world around them. This inspired me to seek out a game, or online environment, that could provide more expansive experiences for them-a place that would allow them to explore, on their own or with others, and where I could embed history content for them to discover. On Twitter I came across an exploratory discussion of Minecraft's potential for school use. I dove in and began a journey that ultimately changed my perception of teaching and how I interact with my students. Minecraft is easy to use and implement in a classroom. It promotes student independence and creativity, but it is also an immensely collaborative tool that I have witnessed being integrated across all grade levels and content areas. Students can apply their understanding in truly unique and often unanticipated ways. Previously, my kids struggled with writing. Today, they are more creative and confident writers. Instead of getting 125 essays written in the exact same style with the same details, I now get unique historical narratives, rich with sensory experiences and observations made with their own eyes."

"Math has been a traditionally thorny subject in many American schools. Lots of children dislike math and many more adults stopped taking mathematics as soon as they are able, even when they were successful in their classes. At the same time, mathematical thinking is a crucial part of many of the most exciting and growing careers in science, technology, engineering and math, not to mention important for a general understanding of the mathematical world around us. So, what can U.S. math educators do to shift this dynamic? Stanford Mathematics Education Professor Jo Boaler is championing a dramatic shift in how many math teachers approach instruction. Rather than focusing on the algorithms and procedures that make mathematics feel like a lock-step process -- with one right way of solving problems -- Boaler encourages teachers to embrace the visual aspects of math. She encourages teachers to ask students to grapple with open-ended problems, to share ideas and to see math as a creative endeavor. She works with students every summer and says that when students are in a math environment that doesn't focus on performance, speed, procedures, and right and wrong answers they thrive. They even begin to change their perceptions of whether they can or can't do math."

Data occupies a somewhat curious place within education. Mention it to teachers and you tend to get one of two responses. One group will roll their eyes and with great sarcasm how data is "so exciting". The other group responds with something akin to "actually I quite like data" indicating that experience has shown them that they are members of a small group. The question is why do some people find data to be a useful and fascinating tool while others see it as a good method for inducing sleep? 

"I asked my students to give reading a chance this year.  I promised them that if they liked reading, I would do my very best to protect that love.  That if they disliked it, or even hated it, I would try to create an experience that would perhaps change their perception even a little bit. I polled them at the beginning of the year and was frankly horrified at what I found.  Out of 130 students, 53.6% of students reported that on a scale from 1 to 10, reading was a 4 or less.  That's 70 students. 70 students that despite their previous teachers best intentions have already decided that reading is really not for them.  Out of those 70 students, 35 students reported that they hated it.  Hated it.  Not just dislike.    But hate. So what do you when you are faced with such insurmountable odds?  What program do you lean on?  What curriculum do you implement? For us; none. It turns out it is much simpler than following a curriculum. What made the biggest difference to all of my reading hating students?"

"Imagine a parent telling a child, "I'm just not a reading person." Sounds odd, doesn't it? Now reread the same cartoon, substituting "math" for "reading." Suddenly it doesn't seem so absurd. But it should! As a society ever more reliant on technology and STEM-based careers, we must shatter the myth that math skill is inborn and reinforce that it is the result of intention and practice. It's common to hear well educated adults declare themselves "not a math person," sometimes proudly. Indeed, many people of all ages believe that mathematical ability is something you are either born with or not, rather than something to be mastered with focused effort. This belief is wrong. What's more, it's harmful to kids as they have their first experiences learning math; the attitude that "I can't learn math" quickly becomes a self-fulfilling prophecy. As a society ever more reliant on technology and STEM-based careers, we must shatter the myth that math skill is inborn and reinforce that it is the result of intention and practice. Reforming these perceptions needs to be a priority for teachers, parents, and creators of new learning tools that align to the way these digital-savvy students learn."

"Perceptive adults and savvy students know that saying something doesn't make it a fact, and neither does publishing information on the internet. But how to know which websites are sharing accurate information? As middle and high school students conduct research or access the internet on their own time, they need to be able to determine the accuracy of what they're reading by reviewing websites with a critical eye."

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Buy Negative Google Reviews In today's digital world, online review play a crucial role in shaping consumer decisions. Positive reviews can help businesses attract new customers and build a solid reputation, while negative reviews can have the opposite effect, potentially driving potential clients away. In an attempt to combat this, some businesses have resorted to unethical practices, such as buying negative Google reviews for their competitors. This devious strategy aims to tarnish a competitor's reputation and gain an unfair advantage in the market. In this article, we will delve into the controversial practice of buying negative Google reviews, exploring its implications for businesses and consumers alike, and discussing the ethical concerns surrounding this nefarious tactic. What are negative Google reviews? In today's digital age, online review have become an integral part of our decision-making process. Whether we're searching for a local restaurant, a reputable plumbing service, or a new product to buy, we often turn to platforms like Google to read what others have said about their experiences. Positive reviews reassure us, while negative ones raise concerns and prompt us to reconsider our options. Negative Google reviews are user-generated testimonials that reflect a poor experience or dissatisfaction with a particular business or service. These reviews typically express frustration, disappointment, or anger towards the company, its products, or its customer service. While some negative reviews are constructive and provide genuine feedback, others may be exaggerated or even fabricated. To understand negative Google reviews, it is important to recognize that they serve multiple purposes. First and foremost, they offer a means for customers to voice their opinions and share their experiences with others. For many people, leaving a negative review can be a form of catharsis or a way to warn others of potential pitfalls. It also holds businesses ac

An increasingly significant aspect of literacy is an awareness of the visual elements that fall beyond the traditional components of written text. Termed 'Visual Literacy' this is the ability to read and create communications that use visual elements. It combines the skills of traditional literacy with knowledge of design, art, graphic arts, media and human perception. It takes literacy further beyond a decoding of text to a decoding of the complete package around the communication.