In March 2020, we received a rather cryptic message from our Technology Director: “Bring your computers home during the break, just in case the situation changes.”

Are you interested in improving student engagement with your ELL students? Here’s an idea that I tried at my elementary school that was both fun and successful—a Rubik’s Cube club.

I began the school year in a classroom with eighteen standard desks. Today, I have none. This isn’t a lament about budgetary constraints or overcrowded classrooms; it’s a deliberate choice.

In my Grade 10 Canadian History course, students explore LGBTQ+ history the same way they explore the stories of many different Canadians in the context of our history.

Student absences are not a new issue in education, and the lingering effects of the COVID-19 pandemic have only added to this growing problem.

Over the years, our ELL students have eagerly shared stories about an important festival that falls over spring break: Nowruz, the Persian New Year.

Teachers need support not only in understanding the tools, but also in managing the ethical, cultural, and emotional complexities that AI brings to the classroom.

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?

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