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There seems to be some confusion in several places on the net about whether you have to “cite” (the way some students say acknowledge) clip art or not in a paper. This question has arisen because the writer cannot find a rule in their style guide about it, or because they see many others using clip art without noting the source.

Will my present attitude promote a positive learning atmosphere?Are all my thoughts focused on creating an educational experience throughout the class?Do I exemplify the standards of excellence I expect from my students?Am I properly prepared to make the best use of time by highlighting the growth of every student?Have I dismissed my own agenda of personal considerations so that this class will be directed toward serving students in a disciplined format of meaningful learning?

She would thrive after being asked: “What do you want to learn?” “What do you want to read?” “What matters to you?” And then taking her answers and the curricular outcomes and designing a learning plan that incorporated all of this, plus embedded technology.

So often in education we focus on the wrong things. Test scores. Marks. Awards.

We need to start with why

An Internet-enabled device for every teacher and student in the country. Universal broadband access for homes and schools. Those, along with an embrace of cloud computing, openly-licensed educational materials and open source technologies are part of the new education technology recommendations from the U.S. Department of Education.

An Internet-enabled device for every teacher and student in the country. Universal broadband access for homes and schools. Those, along with an embrace of cloud computing, openly-licensed educational materials and open source technologies are part of the new education technology recommendations from the U.S. Department of Education.

The 124-page document lays out an ambitious agenda for transforming teaching and learning through technology. Much of the plan emphasizes "21st century learning," and competencies that, according to the Department of Education, include critical thinking, complex problem solving, collaboration, and multimedia communication.

QUESTIONING HOMEWORK The growing movement against homework in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school. Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask whether it adds value to their learning. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are starting to revolt and schools are instituting “no homework” nights or substituting “goals” for homework.

The ability to find, use, and communicate information effectively and ethically is commonly known as information literacy

Students should develop information literacy as a "habit of mind" that enables them to be sophisticated information finders and users by the time they reach college and then the working world.