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?

Teaching art history in an entirely online environment has brought a new set of challenges and opportunities that I’ve come to embrace with enthusiasm.

In my current role as an ESL teacher, I’ve found that nothing draws students in, holds their attention, and helps them remember quite like a story.

I was recently involved with an art exhibition in the Thanet District of Kent, England, that helped students see themselves as artists, advocates, and changemakers.

As the assistant head of special education at Vaughan Secondary School in the Toronto area, Tim Wesson describes his professional learning journey as one driven by the desire to improve the standard of living for autistic students and to seek ways to build partnerships in the school community.

We ask students questions all day long, but how do we know they are actually helping students learn and, more importantly, getting them to think?

Under the umbrella of Digital Citizenship (DC) are some complex concepts. Netiquette, Internet safety, information usage and cyber bullying are just a few of the topics that teachers explore as they help students unpack what it means to use technology responsibly. Our school went wireless this past January.

The Spread the Net Student Challenge is a friendly competition between Canadian schools to raise funds for malaria-preventing bed nets for families in Africa.

“I went into teaching so that I could help children perform well on standardized testing,” said no teacher, ever.