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This is the second of the series of four articles about teaching the 4Cs to students. Learn how to teach critical thinking and problem solving.

For as long as I can remember I've been using avatars to teach Internet safety. It's a fun and engaging way to teach students the importance of protecting their identities when they are online and a great prelude to using a variety of web 2.0 tools to support the curriculum.

EdTechTeacher.org presents The Center for Teaching History with Technology, a resource created to help K-12 history and social studies teachers incorporate technology effectively into their courses. Find resources for histlaptop classory and social studies lesson plans, activities, projects, games, and quizzes that use technology. Explore inquiry-based lessons, activities, and projects. Learn about new and emerging technologies such as blogs, podcasts, wikis, ipods, and online social networks and explore innnovative ways of integrating them into the curriculum. Find out how others are using technology in the classroom.

We are at a crossroads in educating our youth. Since public schools became the norm for education, we've identified curriculum based on the social, political, and economic need. We've classified what counts into tight packages of content in subject areas as math, science, social studies, and so on. Echoing Owen, Grant, Sayers, and Facer (2006), our approach to teaching and learning, including the order and how information is presented to students, the stages of assessment and what constitutes appropriate discussion on those subjects have also been tightly defined (p. 31). Advancements in technology, principally Web 2.0, social software, and digital tools, have challenged what it means to be educated and how we proceed to educate our youth in a culture where innovation and creativity, lifelong learning, personalization (my own learning space), and knowledge from and with the collective vie for a rightful place.

A new New York school-curriculum by game designers fully integrating a new learning ecology.

Iron Teacher is a contest based on fun but with serious intent; bringing together cutting edge educators with sharp ideas to infuse new life into traditional lesson design. We aim to revolutionize the way teachers look at teaching and learning through the use of innovative methods and unconventional ideas. Basic Premise: Like Iron Chef, participants are presented with key "ingredients" and required to come up with a final product that is judged on Originality, Adaptability, Student Appeal, and Ability to Meet Outcome. The Iron Teacher goal is two-fold: 1. To help teachers discover new strategies, ideas, or tools that will get their students to care, communicate and create something of value around the curriculum. 2. To help articulate the lesson design and creative brainstorming process used by master educators.

21st century educators are using more and more technology to enhance the teaching and learning in their classrooms, but the issue of online safety always remains. This article will help teachers find and create an internet safety curriculum to help guard against the pitfalls of online learning.

Must. Read. Such a valuable lesson and another example of how we are doing it wrong.

Effective teaching with technology matches the teacher's goals and the learner's characteristics and needs, with tools that enhance understanding.

BBC learning clips are free video teaching resources from BBC learning zone for subjects of secondary and primary curriculum science, English, math

Teaching Copyright curriculum is a detailed, customizable learning plan to help educators raise interesting questions about copyright, technology, and law, such as: * What is legal online? * How is creativity being enabled by new technologies? * What digital rights and responsibilities exist already, and what roles do we play as users of digital technology?

There are terms within education that we use with reckless abandon and as a result cause great levels of confusion. Understanding is one such word and its usage and our 'understanding' of it can have a significant effect on the learning we plan, deliver and assess. With multiple definitions and its broad usage in curriculum documents, philosophies of teaching and learning and as an indicator of the quality or depth of student learning it is a word we should better understand. 

Ask any teacher what they wish they had more of and the most common answer is likely to be time. Schools are inherently busy places and there is always much to be done. We all want to meet the needs of every student, add value to their education with breadth and depth, ensure adequate coverage of the curriculum and include aspects of play and discovery. Add up all that is done in a day over and above face-to-face teaching and you can only wonder at how we manage to fit it all into the time we have. So is there an answer to this dilemma, is there a secret method to finding more time in our schedules to achieve all that we want to?

Einstein is often quoted as having said "If I have an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes." Clearly Einstein understood how to attack puzzling problems. As teachers we face a host of puzzles on a daily basis. Every student we teach, thanks to their idiosyncrasies presents a unique puzzle. The interactions between students further complicates things. Our goals for our learners, their learning needs, the demands of the curriculum, pressures from beyond the classroom all result in puzzles for us to manage and to solve.

"as we contemplate 2020, I'm certain that there won't be one model, one benchmark, one standard, one curriculum, or one teacher training program that ultimately helps us reach our educational goals. But I strongly believe that a decade from now we'll be able to look back and know that we made learning more interesting for each and every child in our country"

How to make learning interesting for everybody.

A discussion of curriculum review and nationalisation reveals a messy field with no clear way of meeting the needs of all involved. What lessons might we learn from high-performing international systems and what are the dangers of borrowing ideas?

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It is tempting to make predictions of the skills that our students will need beyond their time at school. Such wondering can be a useful guide as we contemplate what we shall focus on with our curriculum. Unsurprisingly, there is no shortage of predictions for future skillsets published by educators, economists and analysts. What might we learn from such lists, and how should education systems respond?

"Putting technology first-simply adding a layer of expensive tools on top of the traditional curriculum-does nothing to address the new needs of modern learners."

This site has a growing collection of free printables for many areas of the curriculum. Find maths, English and other PDF resources to use in your class. http://ictmagic.wikispaces.com/Cross+Curricular