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"That you probably use Wikipedia but tell your students not to is why we're here. Wikipedia has long been the bane of educators-a poster child for the 'don't believe everything you read on the internet because anyone can publish anything' movement. While making for wonderful subject matter in teaching credibility, authority, source citations, and more, the idea of actually using Wikipedia to teach explicitly teach research for an entire unit is lesson common. Luckily, the good folks at Wikipedia Education have you covered with the following (very long) unit. In the unit, students will create, edit, expand, and otherwise immerse themselves in the surprisingly complex world of public-knowledge-article editing."

"Writing gives students an outlet to express their feelings and connect with others during this unsettling time in their lives."

"Ginger Gregory is the Gifted Resource Teacher at Lakeview Elementary School in Yukon, Oklahoma, and currently has 117 videos on her classroom YouTube channel. Ginger has used the six iPads in her classroom and her free, district-provided YouTube channel (since the Yukon school district participates in the Google Apps for Education program) to help her students develop oral communication skills, oral fluency, as well as digital literacy skills this semester. In the following six minute video, Mrs. Gregory and eight of her students explain what they have learned as a result of their assignments this year using iPad videos and YouTube."

"art of rethinking learning means rethinking the -which is what makes the following chart we spotted over at connectedprincipals compelling. Rather than simply a list of alternatives to homework, it instead contextualizes the need for work at home (or, "homework"). It does this by taking typical classroom situations-the introduction of new material, demonstrating a procedure, etc.), and offering alternatives to traditional homework assignments. In fact, most of them are alternatives to homework altogether, including group brainstorming, modeling/think-alouds, or even the iconic pop-quiz. Nothing ground-breaking, but food for thought, yes?"

"Walk into our school library and you're bound to see scores of iPads propped up on the tables. Our students at Westlake High, a large suburban school on the outskirts of Austin, TX, are using them to read ebooks, download assignments, edit videos, write blog posts, and to do much more. Since we rolled out our 1:1 iPad program a year ago, more than 4,100 teachers and students, including eighth graders at the nearby middle school and even some of our elementary school classes, have taken advantage of these devices. In fact, they've become as much a part of students' everyday lives as their notebooks, backpacks, and textbooks."

"The internet has revolutionized information collection. The answer to virtually any question or problem is at our fingertips. Google has made this possible. While I am a great admirer of Google and an avid user of its products, in a way, Google has made my life as a teacher a LOT more difficult. Let me explain. In the "old days" (that would be pre-internet) when a teacher assigned a worksheet with a series of questions on it students had a few options to get the answers. 1. Ask mom. 2. If mom doesn't know, ask Dad. 3. If Dad doesn't know look it up in the textbook. 4. If the answer isn't in the textbook, give up."

"strong lesson plan. My calculations led me to a solution. Although it won't be the next "E=MC2," it did solve a huge, logistical problem in the assignment details. The equation? Well, it's quite simple. SoundCloud + QR Codes = A Gallery of Students' Voices."

"If you and your students are using Google Apps in the classroom, Google Classroom can save you tons of time and effort. It helps you assign, collect, grade and return work seamlessly. But, like anything else, there are tricks that can help you do the same work in less time. They make you more efficient and effective. Here are some tips to save you some time while using Google Classroom:"

"There's an old saying that the things that change your life are the books you read, the places you go, and the people you meet. But I'd like to add a fourth: the challenges you face (and how you face them) will always change your life. If we want our students to respond to challenges with creativity and inventiveness, we must create the conditions in which innovation is not only possible but encouraged. You don't help students learn to invent by giving worksheets or cookie-cutter assignments. In fact, these one-size-fits-all approaches may actually take up the time that could be used for such creativity. ADVERTISEMENT According to the Torrance Test-which measures CQ, or creativity quotient-the United States has been declining in creativity since 1990. There has to be a reason. Perhaps it is because we focus on students' weaknesses instead of their strengths. In many schools, we'll put a math genius who struggles with grammar into extra English classes. Should we not give this math genius access to college-level advanced math work, and figure out the basic English requirements he or she needs for a basic understanding of grammar? Why do we think that all students should be good at everything? We can either be average at everything or exceptional at something. With this in mind, here are some things we need to do to encourage student inventors as we nurture student passions, interests, and strengths."

"You may have heard about all the cool things 3D printers can do. If you're a math teacher, maybe you've thought about letting your students make their own manipulatives or get hands-on in geometry with 3D solids. If you're an economics or business teacher, perhaps you've considered assigning students a project to design, market and sell their own 3D-printed products. Or maybe you're a science teacher interested in exploring 3D models of cells, atoms or DNA with your students. Wait! Slow down. Before you jump into purchasing and integrating this new gadget into your classroom, take a moment to consider the logistics and realities of becoming a 3D printer early adopter. Here's a basic FAQ I've developed based on my own experiences and extensive research into classroom 3D printing."

"Driving past the local "cash-strapped" high school's humongous color jumbotron the other day (the one in violation of zoning laws and with a larger carbon footprint than Toledo), I was reminded that I haven't written about one of my favorite subjects in a while - summer reading. The jumbotron's ominous message warned students not to forget their summer reading "assignment." Let me first state on-the-record that I am for reading. I'm a big fan of it and suggest that others try it occasionally. What I am against is hypocrisy and coercive teaching practices."

"As the school year draws to a close, many reflections are running around in my brain. The biggest one though stemmed from a question I have asked myself about our school mascot, the penguin. Why a penguin? They are cute, and fun to observe; but where is the value in having this little formal wearing bird as a mascot? After much reading and many discussions all via twitter chats, I have come to discover that being a penguin is an amazing feat...maybe even more amazing than one may realize. I have observed and interacted with my students in new, scary, unchartered, and sometimes crazy fun waters this year (Genius Hour, Maker Space, STEAM, getting ipads, etc.) and through it all have come to  realize what it means for my students to Live Like a Penguin. I am sure many of you educators out there have heard of the author, Dave Burgess, who wrote "How to Teach Like a Pirate", "How to Learn Like a Pirate", etc. In his books he assigns term to each letter of PIRATE that encourage innovation, risk taking, and determination.  Taking inspiration from him, I have come up with an acronym for our mascot, the PENGUIN that seems to truly fit how my students and I lived this year of teaching and learning and how I hope we both continue to so in our futures. ​Live like a PENGUIN:"

"James Britton is endlessly quoted as saying "reading and writing float on a sea of talk." For kids to become truly fluent with language, talking is a major component. Reflecting orally is also a way for students to codify and cement their ideas into structured ways of thinking. Master teachers of today know the importance of talking in the classroom, but even the best and the brightest may sometimes have difficulty fitting it into their daily lesson plans. With Recap, a web application introduced in April 2016, students and teachers can connect in much easier and more meaningful ways. Essentially, all a teacher has to do is have students sign up using the clean and simple interface and assign questions. Students then record their responses using any front-facing camera; they could use an iPad, webcam, or even their phone. Teachers can then provide video feedback to their students within the program. Watch Greg Kulowiec's video below on how easy using Recap in the classroom can be. "