When I reflect on my years working in classrooms with students, I think about how much time it took to access and use essential technology B.G. (before Google). I compare it with what it must have been like for people before electricity and after electricity. B.G.

For teachers, time is a precious commodity. That’s why I believe we need to incorporate Google Drive into our everyday teaching standards.

Let’s begin with the realization that what we all inherently understand is indeed true: kids are different today than they were when we were younger. You hear this stated by colleagues and, if you’re like me, from your own mouth quite frequently. The fact is, they are.

It's nice to think of the Internet as a wonderful invention that has made our lives both richer and more efficient. It's a nice notion and it's an accurate one—the Internet has changed our lives for the better. We can now communicate with people from all four corners of the globe. We can share, swap, and gain as much knowledge as we could ever want or need. There are no negatives associated with instant knowledge—or are there?

Most people tend to assume that my students are capable of less-than-stellar academic performances because they have complicated lives outside school.

I’ve started to notice a troubling trend among my students: many of them equate success with fame, followers, or a fat bank account.

Many substitute teachers like me can teach a different grade every single day, from K–12. It can be challenging, to say the least.

At McKenzie Towne School in Alberta, students are learning through touch, scent, and sound with the Indigenous Sensory Box Project.

Students often display a morbid curiosity that I feel I cannot ignore, but can I lean into it? Can I use this fascination in a way that engages students, but also humanizes them?