For all students, becoming fluent with the use of technology is critical to ensuring their future job opportunities. Yet there exists a troubling technology disparity: a significant number of U.S. students, especially those in low-income households, do not have access to a computer or an Internet connection in their home. This “digital divide” makes 1:1 programs even more essential.

School districts with 1:1 technology programs, which offer each student access to a computer throughout the school day, are best positioned to close the technology gap and to allow all learners to become fluent with technology. This article will take a brief look at the statistics behind the technology gap and provide a possible answer to this problem.

Among Native American students, only 46% graduate high school and a mere 17% go on to attend college.

The American Indian Education Foundation has made it their mission to help Native American students realize that they can overcome these daunting statistics and the many academic challenges they face.

AIEF spokesperson Helen Oliff shares the inside info about how the organization inspires hope in Native American students and facilitates success in this exclusive TeachHUB interview.

When I was a student, I pounded out papers on an electric typewriter. When I started teaching, the web wasn’t an instant resource. I taught students about note cards and bibliography cards when they researched topics. Those days are long gone (and I am thrilled).

Today, our students gather and digest information via the Internet at amazing speed. I often say that the ways in which we read text, write text, use text and how text affects us has completely changed because we are in the Technology/Information Age.

Common Core State Standards recognize this change and require teachers to adapt. Here is an overview of the CCSS technology expectations and how teachers can begin integrate more technology into engaging teaching and learning activities.

What does it mean to teach for social responsibility? At Morningside Center for Teaching Social Responsibility, it means intentionally teaching young people to understand themselves, each other, and the world.

We help teachers create classrooms where students can air and solve conflicts, discuss controversial topics, have a say in what and how they learn, ask questions and engage in dialogue, and are sometimes moved to action as a result of their study.

Here are five essential ingredients to teaching for social responsibility:

How much do you think a spot in a small town public school classroom costs? Try around $15,000 a year.

Many rural schools are struggling to stay afloat due to tax cuts and a drop in enrollment. With fewer students enrolled in the school, less money is being provided by the government. To drive more money to these small-scale public schools, administrators are putting classroom seats up for sale.

According to a Yahoo News article, rural schools from states like New York, Arkansas, Maine, and Pennsylvania are recruiting international students in hopes of providing financial security to the schools.

How does your ed tech prowess stack up with your fellow teachers? Take the Ed Tech Intelligence quiz to find out!

Let’s admit it, we’d all like to spend our spring breaks relaxing on a beach or on some once-in-a-lifetime trip, but that’s not always in the budget. That doesn’t mean you can’t avoid the everyday routines of home and truly enjoy your vacation!

Here are 12 ways to make the most of your spring break without spending any cash.

Teachers across the country have increasing numbers of English language learners (ELLs) in their classrooms. As a result, teachers need strategies that will help them reach all of their students and ensure that students learn what they need to know.

Many lessons in existing curricula are designed for native speakers of English and do not support second language acquisition. This is particularly true for math instruction. Students need specific vocabulary to talk about and do math.

ELLs are still learning the language in which the problems and directions are written; they are learning new math skills and a new language at the same time.