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Young people are often characterised as cyberkids in reference to an assumed intense engagement and natural affinity with the internet. This article critiques the empirical basis for such claims and explores two alternative perspectives: namely, continua of use and typologies of use. Using UK data on 12-15 year old home internet users, a series of descriptive and latent class analyses of Young people's internet use is presented. Results show there is little support for cyberkid characterisations and a proposed continuum of use is also shown to not fit the data. A three-way typology of use is instead presented which suggests a third of Young home internet users make only limited use of the internet and the remaining two-thirds diverge into informational and creational/communicative users. These findings are used to argue that Mannheim's notion of generational units may be a useful way to characterise Young people's internet use.

Take part in some real science. The question was asked by a young girl, "Do snails have a homing instinct" and it turns out no one really know. So BBC Radio 4 is asking people to help find out by getting involved and conducting the experiment. What a great opportunity for young science students.

Take part in some real science. The question was asked by a young girl, "Do snails have a homing instinct" and it turns out no one really know. So BBC Radio 4 is asking people to help find out by getting involved and conducting the experiment. What a great opportunity for young science students.

"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat

New York Times discussion of why young adults read dystopian stories such as "The Giver." The Author talks about the book and a panel of 8 experts discuss dystopian literature. Exercises are provided that students can use when studying such stories and novels.

Young students use Facebook in the classroom What do you think?

Poor idea. First of all, it models disrespect for terms of service: One item on Facebook's terms of service page says "You will not use Facebook if you are under 13." Second, we know from a growing body of psychological and neuroscience research that once people (esp young people) have developed friends networks, that they spend hours and hours of their time at home doing facebook, at the expense of real-time face-to-face socializing, exercise, and homework. The quality of work they do goes down dramatically when they switch back and forth from Facebook to their homework (the Facebooking activity impairs their ability to remember what they were doing before they switched). This can also contribute to sleep deprivation, which itself results in a whole host of poor health/cognitive problems. A better alternative: teaching kids alternative exciting ways of social networking and working collaboratively online that don't have the massive distraction factor of Facebook: teach them how to make flip videos and post them on drop box; teach them how to make wikis; use a Ning social network; teach them how to use Google Docs, forms, etc. Teach them how to use Diigo! Even teaching them how to twitter is a wiser idea. . . just.

The National Association for the Education of Young Children (NAEYC) is the world's largest organization working on behalf of Young children with nearly 80,000 members, a national network of more than 300 state and local Affiliates, and a growing global alliance of like-minded organizations.

"The New Learning Institute delivers engaging, personalized, project-based digital media programs to young people and educators. We work in classrooms, after-school centers, museums, and cultural institutions, or wherever learning takes place. Using the latest mobile technologies and digital media practices and tools, we help young people explore their interests, direct their own learning, and better prepare themselves for living and working in the 21st century."

"First, let me thank you for entrusting me with teaching your children, honoring the amazing individuals they are, and helping them discover the confident and empowered young people they can be. Providing a rich and engaging environment for your children to learn in is my utmost concern, but Iately I have had to acknowledge that the young people I see every day do much of the learning that is important to them when they leave the parking lot and head home from school. Thus, I am writing to solicit your help."

Community for young writers

Youth Voices is a vibrant home for young writers seeking an authentic audience and a space to publish writing across a wide range of genres. The site is essentially a social network, so students can easily align their interests and make meaningful connections with other young writers. Students touch on issues ranging from the environment and politics to personal narrative stories and video gaming. Some students also add multimedia components like video.

Last year, more than two million prescriptions for Ritalin and other ADHD drugs were written specifically for children under 17, and at least 75 per cent of them were for young males (Canadian data). Part 3 of a 6-part series.

Top 10 Web 2.0 Tools for Young Learners

A great list of free web apps and why they're useful.

This site is designed especially with the young learner in mind with its age-appropriate content and emphasis on visual and auditory learning. Glossopedia is the kind of site that you can leave open for students to explore and find a fast fact of the day, find their favorite image, or video Glossopedia Categories Geography and Places Nature and the Environment Technology Animals Earth and Space People and Cultures Human Body Chemistry Natural Forces This site is simple and visually pleasing. The font size is great for young learners. Words are hyperlinked to an audio pronunciation that is a real person, speaking really slowly at first then more quickly, and finally the written meaning of the word. Images and photos have a print button prominently displayed.

Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent

"For fun, the writer and children's book illustrator has created a series of images that can help young writers broaden their language and writing, encouraging young authors to "Fill your stories with a rainbow of images" - A great resource for the primary/elementary classroom and beyond…"

"Colours promote such emotion and are attributed to everything we see every day. Children are taught from a very young age that the sky and the ocean are blue, the grass and leaves are green, that the sun, sand and sunflowers are yellow and the night is black. But I ask you, how often have you looked at the ocean and seen green, not blue or looked up into the branches and seen a selection of oranges, yellows, browns and reds not a blanket of green. I am not suggesting that we shouldn't teach children these colour clichés, at a young age they are their first experiences of colour and form the bases of many of their first art pieces."

A Google site featuring ideas and strategies for inspiring young writers. This site has been developed to accompany a revised edition of Kids Have All the Write Stuff by Sharon Edwards, Robert W. Maloy and Torrey Trust (University of Massachusetts Press, 2019)

A Google site featuring ideas and strategies for inspiring young writers. This site has been developed to accompany a revised edition of Kids Have All the Write Stuff by Sharon Edwards, Robert W. Maloy and Torrey Trust (University of Massachusetts Press, 2019)

Attend our free hands-on online workshop on how to use web storytelling tools and mobile apps to motivate young learners.

If you are in 7th or 8th grade read more about the Early Entrance Program at the University of Washington, the premier early entrance program in the nation. If you are in 10th grade read more about the UW Academy for Young Scholars, the Robinson Center's early university entrance program for students offered in collaboration with the UW Honors Program. Summer Programs Do you want a fun and inspiring summer experience? If you are in 5th or 6th grade, learn more about Summer Challenge, the Robinson Center's summer program for students in elementary school. These hands-on classes provide multi-disciplinary learning experiences for three weeks during the summer on the UW-Seattle campus. If you are in 7th-10th grade learn more about Summer Stretch, the Robinson Center's summer program designed for students who want to learn a variety of subjects at an accelerated pace. Courses include math, humanities, science and writing, and are located on the UW-Seattle campus.