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Digital Human Library: Bring The Field Trip Experience Into Your Classroom

Leigh Cassell

“Who are we videoconferencing with today, Mrs. Cassell?” These are the first words I hear as my students enter the room. I have been a full-time elementary teacher with the Avon Maitland District School Board for the past nine years, teaching students in the primary and intermediate grades.

Toys as Tools: Using E-Games for Learning

Jeffery MacCormack

My daughters were supposed to be doing their homework, but I heard too much giggling not to be suspicious. Homework is not supposed to be giggly. Then, from down the hallway, I heard snippets of the following conversation: “I used fences for teeth. Come see how it looks” … “Hold on a second.

Making Connections: A Women's Literacy Program in Durham

Dawn Lasci

You know you are doing something right when your students beat you into the classroom! Our Thursday night literacy classes at the Oshawa YWCA are eagerly anticipated by the women who arrive early, and greet us with a pot of fresh coffee and completed homework, proudly displayed.

You Finally Have a Smart Board. Now What?? (Technology)

Jeffery MacCormack

You knew this day might eventually come. SMART Boards have infiltrated classrooms across the province. They used to be as rare as the reclusive puma. But now they are as common as the raccoon. And frankly, you might be happier to see a wild racoon in your classroom.

Using Digital Technologies to Support Literacy Instruction Across the Curriculum

Clare Brett

While the Internet is now the number one information source for both children and adults, research is showing that online reading differs significantly from print-based reading. In fact, learning how to obtain sound, relevant information from online sources requires specific kinds of practice and experience, and there is little evidence that schools are currently providing this experience.

Part of the Digital Revolution (Professional Services)

Dr. Anne Rodrigue

Staff at ETFO Professional Services (PFS) are constantly challenged to envision the future of teacher professional learning, understand evolving professional learning needs, and design and deliver programming that respects the principles of both effective adult learning and teacher professional l