ANY method that helps strengthen the teacher-student-parent triangle is an invaluable resource. This dissertation touches on all the corners, and does so in a way that always keeps the student at the focus. It is another example of how technology, even when not used during classroom lessons, improves learning.

As a non-coaching history teacher, I applaud the proposed changes, so much so that I'd like to comment on it even though there is no link to the article. I was lucky enough in my personal experiences as a student (a history-loving student, to boot) to not have to suffer through coaches simply running through the motions as teachers. Now, most of my history teachers WERE coaches, but they were coaches just as dedicated, prepared, and enthusiastic about the classroom as any non-coaching teacher; sadly this is not always the case.
So many adults look back on their history classes as wasted hours copying from textbooks thanks to indifferent coach-teachers. I feel a responsibility as a male, sports-loving history teacher (though not a coach, one in the coach mold) to create a classroom where history is a living, relevant, exciting subject, a far cry from the perception of history as the course you dump that academically homeless coach.
And of course, it is the students who benefit.

This article contains an example of an innovative teacher tackling a complex issue in a way students will love and remember. That is, she turned a potentially tedious lesson on copyright and fair use rules into an opportunity for students to create scripts, lines, and act out their understanding of the subject!

This article proposes and answers the question of a specific copyright quandary. Today's teachers often use DVDs as teaching aids, yet few of us know how to or even bother with attributing copyright to it. The narrow focus of the article, however, can be taken to heart and expanded to cover related issues.

While this article focuses on how librarians feel about and deal with the complexities of copyright and fair use rules, I find it relevant and valuable for classroom teachers too. Fear of plagiarism and copyright infringement in our classrooms is real, and can restrain us from implementing resources just as much as it can librarians.

I love quizlet! These teacher- OR student-made online study guides allow students to access material and information anywhere with internet connection. And its use of different methods--flash cards-matching-GAMES!-quizzes--ensures all learning styles are addressed. This article (a thesis) studies and advises on the use of Quizlets.

This article offers detailed tips and ideas on methods for combining the benefits of the age-old social studies project, timelines, with the advantages provided by computer technology. Modernizing old-fashioned-yet-effective classroom assignments is a great idea.

Excerpted from "Technology and Learning Magazine," this BRILLIANT article explains Copyright and Fair Use rules. The history teacher in me especially like it because it begins with a historical lesson on the topic! The quiz (with detailed answers) allows teachers to see examples of possible questions they will run in to in their classrooms.

This particular link is part of a larger citation- and plagiary-education tutorial page created by and on UT's Libraries website. Contains graphs, tables, informative videos, and other tools. Great, clear information for this area of education that is often very confusing.

Web video created and narrated by educational maverick Sir Ken Robinson. In it, he explains, in a student-centered way, why it is crucial for teachers to embrace technology in the classroom.

This professionally created, animated YouTube video combines visual, text-based, and auditory learning with technology and humor to create a lasting memory in the minds of today's students. I find these kind of tools very successful in the classroom, and I think further researching them is very important. Made by the educational resource company "Ignite! Learning."