Teachers are often asked by school districts to maintain a presence on the web. Which poses the question: Who is their primary audience? Meet Ima Parent, mother of fourth-grade Jimmy and seventh-grade Suzie. School has started and the kids are coming home with tales of woe of how much work they’re going to have this year. Ima decides to check out their teachers through the school websites they maintain. Firing up the ol’ browser she navigates to her daughter’s science teacher where she finds the class description and expectations. Surprisingly, it says nothing of the three hours of nightly homework and weekly exams Suzie has been describing. She also finds information on a more personal level which further dispels the image of barbed tail and horns painted by Suzie. Ima feels confident that Suzie will survive this seventh grade ordeal. She’s not so sure about herself.

Remember who your primary audience is: Ima Parent. She’ll visit your site frequently and sing your praises when it meets her needs. Update often!

A month into school and Jimmy casually mentions to mom that his teacher just sprung a project on him that’s due this Friday. It’s Wednesday. Jimmy also does not know much about the project as he has misplaced the sheet outlining the particulars. Thanks Jimmy. Read the rest of this entry »

Wavy lines, wavy lines. Now we’re in full flash-back mode. See the card catalog over there? Students are taking notes on index cards, only one idea for each card. Some are looking through book bibliographies to hunt down books for further study. Some are tracking down articles through those proprietary research databases. Just insert your copy card to print them out. Wavy lines, wavy lines.

Okay, we’re back. Collecting information and research sure is different than it used to be. In fact, it’s a lot different, according to a recent survey:

Seventy-one percent of teens say the Internet is their primary source for information for completing their most recent school project or report. Research by the Pew Internet & American Life Project shows that teens are increasingly using the Web as an essential study aid outside the classroom. For instance, 78 percent say the Internet regularly helps them with classroom assignments…

While this doesn’t mean completely eliminating the old methods of research and organization, it does mean that students should be taught how to effectively use the web for research. They are already doing it, so let’s help them do it better. But that’s not the only reason. Accessing information online will only grow in the future, and it will be imperative for their future careers to be able to effectively collect and organize information online.

If you are planning on your students doing any type of research in your class(es), then why not also introduce them to a way to organize that information online? You will not only be targeting language arts standards, but technology standards for information literacy as well. Here are 12 resources for information collection and organization:

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Don’t get us wrong. At TeachClever, we’re all about using technology to make us better, more productive teachers. For the most part, we are faster, more efficient and effective due to technology. But Andrew Kantor from USA Today points out that technology can’t, or shouldn’t replace everything. Here are four things that technology doesn’t effectively replace and what it means for teachers:

Spelling. Sure spell check is a wonderful tool for editing, but it’s easy to become dependent on it. Rather than learn to spell words correctly, we just wait for the spell check to tell us we’re wrong. So we never learn to spell those challenging words, like dependent, which I spelled wrong typing this article and let spell check fix it. And I’ll probably spell it wrong again next time.

Teaching students spelling and word study are still valuable skills. Most students will create content digitally in their futures, but there will still be a place for writing by hand. And pausing to think about the correct spelling of a word is a waste of time.

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