In a recent study conducted by MTV, Microsoft and Nickelodeon, it was found that children use digital technology as a tool for communicating with their friends, expressing themselves and to be entertained, but technology in and of itself is not something that they particularly care to learn about. The technology itself isn’t the reason they own cell phones, computers and video games, but it is used as a way to enable them to communicate with their friends, whether online through IM programs, email, and social networking sites or text messaging them through their cell phones.

According to Colleen Fahey Rush, Executive Vice President of Research for MTV Networks, “Technology is adopted and adapted in different ways in different parts of the world — and that depends as much on local culture as on the technology itself.”

In Japan, children normally do not own a computer until they enter college, while in China fewer young people use mobile devices. Whereas globally, the average young person that utilizes digital technology has 94 phone numbers in their cell phone, 78 people on their messenger buddy list and about 86 people in their social networking community.

A frequent online activity for over half of the children studied was social networks. 35% of kids are claiming they use these sites because their friends are on them. While there have been amazing advances in communication technology, children use the technology not to the exclusion of spending time with their friends but to enhance the face-to-face interaction.

Students used to have to take classes to learn how to use computers, but that is no longer the case. A wide variety of classes are now using technology programs to help their children succeed in the classrooms. The programs are used for creating posters and instructional guides or used in art class to create self-portraits. There are also library programs and many music programs, to help stimulate the learning process for more than just computer classrooms.

Technology in schools is a way to engage the chidlren in more ways than just having them read information. It is stimulating an environment that will help them remember the information they are learning while providing remote access while students are at home. Schools are moving toward helping their studetns share information online with teachers and other students which will provide a more interactive environment for the students.

Teachers and parents are using collaborative technology to grant parents access to grades, homework assignments and absences. As technology advances, different and varied classes will find programs and opportunities to utilize the most cutting-edge program to benefit children’s education. Technology will continue to improve teacher productivity and student learning with the increase in new technology and software.

Rand McNally, in a bid to spark children’s imaginations, has created an online service to engage children in geography content and interactive games and activity. It will also provide teachers with skill-based lesson plans and assessments.

Joel Minister, chief cartographer of Rand McNally said, “With so much information on the Internet it is important that teachers know their material is coming from a reliable source. Rand McNally Classroom provides teachers with the comprehensive, interactive data they need from a name they know and trust.”

A benefit of the program is that because it is offered through a user name and password setup, the students can access the information at home to help them with their homework. The program also offers an interactive area where the students can be exposed to hands-on projects like place-the-states puzzle, continent quizzes and building their own map. There is also an area on the site that will help with the difficult to answer questions; this is “Ask the Experts”. It is an area where teachers, students and entire classes can receive answers to questions from the Rand McNally’s Geographic Information Services and editorial departments.

Geography is a core academic subject under the No Child Left Behind Act and this is a program that will help administrators, teachers, and students receive the information they need to succeed within a safe and entertaining environment.

In an article written by Julia Silverman, Oregon schools are looking at adopting a cyberbullying policy. Instead of children bullying other children at school, more are turning toward the Internet to bully their fellow classmates through social media websites. Cyberbullying is defined as the use of any electronic communication device to harass, intimidate or bully.

People are questioning whether schools have jurisdiction over what kids post while they are home. Currently the bill that is being proposed states that in order for the school to step in, the destructive posts would have to be conducted “on or immediately adjacent to school grounds, at any school-sponosored activity, on school-provided transportation or at any official school bus stop.”

The challenge school officials will have is verifying exactly who is behind the site, who posted the comments or pictures and where the person was at when the information was uploaded before any disciplinary action is proposed. Without proper evidence and legislation backing up the institutions, school boards could find themselves dealing with expensive legal disputes.

Teachers are using blogging as a way for children as young as kindergarteners to keep a daily journal. By providing a real audience to children, blogging is touted as inspiring children to quickly improve their writing skills and increase how often they write. In classrooms where the children are too young to write, students draw their entries instead,  and then narrate their entries for teachers to transcribe or consolidate thoughts from the class into one entry.

But considering the transparency of blogs, it is paramount that the children’s safety be of utmost importance when children are allowed online in whatever capacity. The need for their safety outweighs the emergence of critical skills through blogging. Teachers should have the final say of what goes online so that they can edit out any identifying information before it is released to the public. Various types of software can ensure identity protection for the students, involving teachers in the final review process before publishing to the Web. Examples of this hierarchal control include Blogmeister, KidzLog and Think.com. Blogging can be a great resource for teachers to inspire their children to write and create stories and news articles, but it should always be tempered with safety in mind.

When you think about a child getting ready to take a test, you think about them having to study, get a good night’s sleep and to eat a healthy breakfast. But did candy ever enter the preparation picture? It did for one principal.

In a Washington Post article, Lori Aratani reported on Principal Charlotte Boucher, who ordered 3,600 peppermint candies for the students before they took the Maryland School Assessments in reading and math. Why the rush for mint-flavored sugar? It is believed that peppermint candies will improve test performance. Boucher’s motivations came from search engines: “Millions of sites claimed that peppermints were the perfect midpoint snack for things like testing.” Scientific evidence wasn’t provided to back up the claim but Boucher decided to give the candy a try.

However, there is some truth to the mint story. During the 1990’s researchers at the University of Cincinnati found that a whiff of peppermint helped test subjects concentrate better and were able to perform their tasks better, especially tasks that required sustained concentration. William Dember, one of the researchers, said, “Not only do you get an improvement [in focus] with peppermint, you get a change in response that affects alertness in target detection,” he said.

A principal in Florida had similar success with placing orange slices on the air conditioners. The citrus scent helped to keep the students alert.

At Eastern Middle School, Boucher said, “If anything, they’ll have sweet breath, and if it provides a little boost…” A couple of the students at Eastern are doubters. Alex Sorto, 11 stated, “I just want to say, I don’t htink [peppermint] makes you smarter, but it clears your mind and makes you feel more confident.” While Binetou Koite, 12, said “I don’t think the peppermints helped, I think the teachers just told us that to make us feel more comfortable.”

Educators seeking to improve average test scores are using search engines to identify easily incorporated ways to help their students. If you can make a student feel more confident or comfortable about a test, that is half the battle. Even if natural brain stimulants like peppermint and citrus do nothing else besides provide a boost of energy or confidence to children during the stress of testing, it is a strategy that might be worth trying to give them a successful edge.

Children used to go to the library and hope it had the book they needed to write their research paper. They would look at encyclopedias and reference books, spending hours in the library to finish their report. Now children have a new tool to utilize to find information for their report: the Internet.

The Internet has become the main source for research material for chidlren. In an eMarketer article published recently, 21% of the respondents did homework or research online, which is higher than the number of respondents who listened to music or checked email. It is believed that the number of tweens who use the Internet will reach 71% by 2010 and the percentage of children aged 12 -14 is at 82%.

With the increase of the use of the Internet by children it would be beneficial for parents and teachers to work together to create not only a safe learning environment but also an area that would stimulate their creativity and broaden their interests. As more children use the Internet it is up to the parents and administrators to ensure their safety while not stunting their interest in the world.

Schools across the nation are working on removing harmful cleaners from the halls of academia. The school districts believe by eliminating these cleaners they can reduce the health problems for teachers, students and staff.

Administration is improving their school’s cleaning process for several reasons. They believe the health of the children and staff is directly affected by the daily exposure of chemicals. Their motivation is to improve the health of their faculty and students which should cut down on absenteeism and improve performance and behavior. According to Claire L. Barnett, Exectuive Director of the Healthy Schools Network, “when schools take steps to reduce chemicals, they often see behavior and attendance improve.”

There are several factors contributing to the removal of chemical cleaning in schools. With schools being open longer because of meetings held at the schools and after school activities, more cleaning was needed which caused more exposure to chemicals to not only students and faculty but also the custodial staff. Many schools are also overcrowded wich could lead to poor air ciculation resulting in an unhealthy enviornment in the schools.

With schools able to purchase supplies easier, for comparable prices to their chemical heavy counterparts, it stands to reason that schools will do everything they can to improve the health and well-being of the students. By implementing programs like this, schools should be able to reduce chemical related health problems which will improve attendance, behavior and performance of both students and faculty.

Principals today are trying to find ways to incorporate mobile and Web technology into their daily lives with ease. Most currently use cell phones to keep in touch with the office and some are equipped with a Blackberry™ device. Today’s connected principal is able to carry on a mobile conversation with their staff, text messaging their secretary while receiving vital information instantly, in return. Technology helps create a more unified environment between teachers, students and staff, giving principals a broader sense of what is going on in the schools. No longer are they chained to their desks, reading emails and doing paperwork.

Principals now have the opportunity to be able to access classroom topics, training information and to record classroom observatins while traversing the hallways of academia. By being able to travel around the school campus, principals become readily accessible to teachers, gaining first hand knowledge on staff performance, problem resolution and creative strategies. Web-enabled mobile devices not only make principals’ lives easier but also teachers, students and parents.