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From middle school link

I was a shy student. It took me until middle school to actually feel comfortable enough around my classmates to speak up in class. Back then, there was no Twitter. Now, shy students are apparently preferring to communicate with their teacher via Twitter instead of raising their hand.

In the days when you can buy germanium diodes, capacitors and variable-headset from war surplus stores for pennies, your correspondent, as many of his contemporaries students build a solid-state version of his grandparents' crystal-set draw short wave radio broadcasts from around the world. Although such groups are only used to get, and therefore no need for a carefully crafted decline as a transmitter antenna, the biggest problem with them has always been build a highly effective dipole aerial. This usually consists of a length of 18-gauge insulated copper-clad steel wire tied loosely in the middle of a long pair of trees, although quite match your best antenna design based on a few miles sometimes barbed-wire around a pasture neighbor.

This documents students using Google lively to teach other students about digital citizenship

Includes sections on the benefits of using comics in the classroom, great resources for using comics in the classroom, suggested comics for reading in the classroom, tools for creating comics in the techie classroom, creative ways to use comics in the classroom, lessons plans using comics for elementary/middle/high school classrooms, manga and anime, and free comics for educators

Different Lenght of Fingers displays an individuals personality.Index finger, Middle finger, Ring finger, Little Finger, Thumb each show different Things.

Kidblog.org is designed for elementary and middle school teachers who want to provide each student with their own, unique blog.

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Strategies and techniques are provided regarding the benefits of using digital tools to support teaching and learning in any content area or grade level.

Many young people use the interactive web, or Web 2.0, in their everyday lives, primarily for socialising and entertainment. Particularly empowering to learning are abilities to produce content on the world wide web, and a critical, reflective, metacognitive approach to using the web. In the face of a growing 'participation divide' between youth who have opportunities to engage in these higher order participatory and reflective literacies and those with fewer opportunities, there is an urgent need for teachers to expand literacy instruction. This article offers examples of classroom practices that draw on social elements of Web 2.0 that are favoured by youth to support less practised usages required for learning. Specifically, we describe ways of using new literacies and new forms of texts for locating and critically examining information, and ways of sharing and building knowledge within the participatory and creative landscape of Web 2.0.

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