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How these “different Englishes” or even a language other than English contribute to identity is a crucial issue for adolescents.

Students then read and discuss Amy Tan's essay “Mother Tongue.” Finally, they write a literacy narrative describing two different languages they use and when and where they use these languages.

The aim of this feature column is to provide insight about the educational changes that can result from technological developments, especially the evolution of interactive education based on multimedia.In classrooms and laboratories throughout the world, rapidly advancing information technologies are changing the face of education in chemistry. This column deals with educational changes that can result from technological developments, including interactive on-line approaches and the integration of multimedia materials. Such education may involve the use of technology in a variety of settings, from the traditional lecture hall or laboratory to virtual or distributed classrooms. Instructional and information technologies have, in some cases, made entirely new educational environments and practices possible. Technology may be used to communicate interactively and in real-time with students who are off-campus, perhaps in other states or countries. Multimedia can be used on-line in homework or exam situations to probe conceptual understanding and aid in the visualization of microscopic chemical phenomena. As these changes occur in chemical education, it is critical to guide them by answering questions such as:

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 history and social studies lesson plans, activities, projects, games, and quizzes that use technology. Explore inquiry-based lessons, activities, and projects. Learn about web technologies such as blogs, podcasts, wikis, social networks, Google Docs, ebooks, online maps, virtual field trips, screencasts, online posters, and more. Explore innnovative ways of integrating these tools into the curriculum, watch instructional video tutorials, and learn how others are using technology in the classroom!

Livemocha, the world’s largest online language learning service, today announced the Livemocha Scholarship Program, which offers free and discounted foreign language services to high schools and community colleges across the nation. Livemocha aspires to create a world in which every person is fluent in multiple languages and to help support this mission will donate approximately five million dollars of language learning to U.S. schools in 2012. Schools can now apply for the needs-based Livemocha 2012 Scholarship Program offering discounts and free language learning solutions.

In the United States today, less than 40% of high school students and 8% of college students are enrolled in the study of a foreign language. According to a recent survey on multilingual talent in the workplace, 33% of Fortune 500 companies will require knowledge of a foreign language in order to qualify for employment.

Livemocha’s initiative is also dedicated to enhancing English as a second language (ESL) instruction for students in the process of learning English, or English Learners.

We live in a world that is increasingly mobile. In order for adults to connect with our kids and students, we need to mobilize. Kids love their phones, they are highly motivated to use them (constantly), and they always have them right there with them (if they’re allowed). What a strong basis for an educational tool: empower students to use tools they already own as a means for better education!

ADHD is in epidemic proportions in our children. While this may sound like a panic statement it is not intended to incite panic. It doesn’t even have to be a crisis, except that children with ADHD test the educational system at every turn. And the educational system is failing these children. Our answer to this seems to be to blame the students, medicate them, and insist that they continue in the system that is not equipped to handle them.

Over time, I realized that I had become a technology mediator of sorts, someone with a pedagogical background, who helped guide faculty and students as they faced decisions regarding technology use in the classroom.

Last year I left the art classroom, devoting myself to helping other teachers and students mindfully navigate the use of digital technology in classrooms throughout the school.  I remain less a techie than an educator who keeps the students – not the technology – at the center of all we do at The Philadelphia School.