This article discusses how mistakes are a teachable opportunity that many educators are missing. The writer hopes to change the shame and hiding that comes with mistakes and instead discuss them openly so that teachers and students can share what they learned as a result of their mistake. The article goes on to give advice to teachers to create a personal learning community where mistakes can be viewed as opportunities and nine things to change in your classroom with your students and how you address mistakes. 1.Do you believe that students should have the opportunity to fix mistakes on graded papers (for credit) so that they are learning from them? 2. The article believes that many creative, talented kids are being left out of gifted programs because they only include the students with the least mistakes on standardized tests. What do you think would be the best way to identify these students? 3. Do you believe that students learn from their mistakes currently?

Shannon Walker posted the above article. I forgot to sign it, since my username is different!

This article focuses on the importance of including literacy in all content areas. Literacy is described here as the ability to write, speak, and read. Literacy is an "every century" skill that should be being taught and practiced across all content areas. 1. What role does literacy play in your practicum classroom? 2. How could you add literacy into your content area, assuming that you are not going to teach language arts? 3. Do you agree that literacy is the responsibility of ALL teachers? Why or why not? -Shannon Walker

This article looks at how the Richmond school district is implementing technology in an effort to meet the standards for Technological Literacy. They send teachers every year to the College of New Jersey for "Project Update" where they can learn new technology and then come back and share it with the rest of the school.

This article is about a secondary education language arts university class that paired with a 6th grade class. The 6th graders would submit their papers to the college student, who would then edit it and return it electronically. The purpose of this pairing was to use technology to make the 6th graders better writers and the future English teachers better at revising papers. Both teachers involved believed that it was a success and all of the students improved as a result.