Thoreau once wrote we are in danger of becoming the "tool of our tools," but it's doubtful he envisioned a day when there would be so much technology hardware and software to distract and empower us at the same time. Teachers who are grappling with iPads, laptops, kid blogs and cellphones in classrooms share their triumphs and struggles here.
Stella Villalba uses photos in the classroom as a powerful tool for critical thinking and reflection. Photos allow students to process complex learning as it happens.
Julie Johnson shows how saying yes empowers students to do the work of writers: make decisions, experiment, build relationships, and be confident as a writer.
Matt Renwick challenges educators that if we believe that social and emotional learning is just as important as academics, then we ought to use resources, space, and time to support self-directed learning.
Stella Villalba widens our perspective by sharing the link between art and literacy with suggested picture books to help build the bridge.
Julie Johnson encourages minilessons about sound and image to give students more ways to create meaningful texts.
Katherine Sokolowski outlines the nitty-gritty on how to teach students to organize, manage, and compose email.
Katherine Sokolowski takes time each year to help students know how Google Classroom works and details ways to take advantage of it as an organizational tool.
Matt Renwick leads us to design book clubs where students can continue to grow and connect as readers in online discussions.
Cathy Mere shares how to find reliable digital reading resources to pair with print materials to provide strong opportunities for student learning.
In this second installment, Julie Johnson guides the process of creating multimodal fairy tales, as well as discusses producing the final product.
Julie Johnson outlines the groundwork for creating multimodal fairy tales in writing workshop.
Tara Barnett and Kate Mills consider the power of asynchronous lessons in creating a student-centered learning environment.
Dana Murphy outlines the teaching practices that she learned from remote teaching and plans to carry with her upon returning to a physical classroom.
Tammy Mulligan offers tips for creating shared-writing texts online.
Mandy Robek reflects on her identity as a digital and print reader and offers strategies to support students reading digital texts.
Melissa Quimby shares online routines to strengthen the class reading community.
Bitsy Parks shares how she adapts her favorite first-grade spring literacy project for remote learning.
Bitsy Parks shares how she integrates technology into her workshops with first graders in a way that is simple, effective, and natural.
Students aren’t just collaborative in our classrooms—they are connecting with others all over the world. Stephanie Affinito shares her favorite picture books to teach digital citizenship.
Bill Bass provides a range of search options for students, and encourages teachers to promote different tools in different contexts.
In this week’s video, Gigi McAllister helps fourth grader Aidan revise his writing on the computer to flesh out character development.
Matt Renwick finds there is value in connecting video games and literacy in classrooms, once he and the teachers he works with can get past their leeriness.
Jennifer Schwanke reflects upon how the iPad and other touchscreen devices have changed the way children interact with all texts, even traditional storybooks.
Gigi MicAllister gives step-by-step advice on how she set up voice-recorded response as an option in her fourth-grade classroom.
Andrea Smith concludes her series on the power of branded student blogs in her fourth-grade classroom.
Andrea Smith continues her series on the power of "branding" for improving student blogs. In this installment, students examine mentor blogs and bloggers.
Franki Sibberson uses a micro-progression of her own draft of a blog post to help her third graders improve their blogging skills.
Andrea Smith finds "branding" is a way to improve student blogs. She shares her process of presenting the concept to students in the first installment of a three-part series.
Katherine Sokolowski describes a wall display with guidelines to ensure students are respectful and aware of the pitfalls of posting online.
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