I agree with this statement and would add, there are no silver bullets when trying to keep up with technology. As soon as you have embraced something there is something else that has replaced what you have finally just mastered.

I am going to inquire about what the gender difference is in some of the tech classes offered at my school. I am curious to know if there is a bonafide gender issue, as this article posits.

I like this quote. I see our school as a village where everyone, including administrators, teachers, students and parents can all learn together as new technology is implemented.

This statement is so true! I have one student who typically does the bare minimum for any given assignment. One day last week, we were discussing the latest breaking news out of Ottawa (for me it was all about the SNC Lavalin scandal and what was happening politically in Canada, but for two of my grade 10 classes the late and breaking news was about the Momo challenge. This student I mentioned surprised me when he shared how he had spent four hours researching on his own trying to get to the bottom of who started the Momo challenge. This proves a point in that "Kids who barely scratch out a few sentences" to a writing assignment could be investing heaps of time writing or researching something else that they are absolutely passionate about (Reich, 2019, p.1).

I asked around at my school and in particular talked to one of our VP's who said "95% of students have cell phone or other electronic devices and even if they don't have a cellular plan they simply use all the free Wi-Fi that is out there including in our school" (L. Kitteringham, personal communication, March 4, 2019).

I think students are already prepared at my school. Some schools have pro-active parents who are a great means to generating funds for the school. This is definitely the case at my school.Our school offers 19 different computer studies courses and there are designated computer classrooms just for those courses which are off limits to the rest of the school. Some of the courses being offered are Game Coding, 3D Graphics, Computer Apps, Computer Graphics, Digital Sculpting, Computer Repair, Graphic Design, Print Shop, Video Game Design, Video Production, Visual Effects, and Computer Science Principles. Our school is certainly not lacking when it comes to preparing students for a networked future!@

Admittedly, this is a valid point. Teachers need extra money and time for such ambitious endeavours. As a third point, I would also offer interest. Not all teachers are eager to sacrifice their weekends going to workshops on developing their computer skills. On the contrary, I wonder why there isn't a mandatory tech course offered as part of the PYP program for new teachers? When I reflect back to my PYP, all that was offered was a one day Tech workshop. I do recall looking forward to upgrading my tech skills while taking my PYP, but in the end, it was more self-taught as I worked on assignments for university and learned a bit about Prezi. I also learned a lot of new map making skills through a Geographic Information Systems(GIS) course I audited a little in order to grasp some skills for a Research Methods course in the Geography department.

Ok, perhaps tablet computers are the modern day version of old school notebooks, however, for the most part high school students are not hat tech savvy. Rarely do I see students pull out a tablet and start taking notes. Also, many classroom activities still call for paper. I have asked my students why they don't simply bring their laptop to school and their response is they are too afraid of it being stolen. That is interesting when I think of the pricey Airpods so many students are wearing in class today.

This reminds me of an activity my daughter had to do this year in her grade 7 class at PA. She was tasked to make a budget for a trip for three to Victoria. She did this in an excel spreadsheet and kept track of hotel accommodation, food entertainment and miscellaneous for the duration of a few days holiday., It was such a fantastic way for students to learn valuable, real-world lessons.

I found Adrienne's video tutorial on Hyothesis to be quite helpful and engaging. Although, this takes a lot of extra time on the part of the instructor and it cannot be expected by the administrative team, that all their staff must take this initiative on. I like how Fullan (2013) points out "Technology in its evolution is not simply neutral; it can be shaped by what we want out of it. It does have a life of its own in that its growth is inevitable" (p.12).

This is a nice idea and perhaps it would work best in elementary school but in high school we have so little time. I find it far more practical to do a quick loop in the class to see what my students are working on when they are tasked to do something using the COWS. I also monitor my students in Career Life Education by viewing my class on-line in MyBlueprint.ca. This way I can access each of my students on-line portfolios and see how many activities they have accomplished. The computer gives a break down by percent for me to see how much progress each student has individually put forth.

This is so true! Last term my students were creating Diary Entries on the book My Name is Seepeetza. I observed them working one moment on their iPads and toggling between their iPad and their iPhone. It was quite disturbing to see how they could hardly focus on the task at hand. A couple of years ago I tried taking students digital phones away at the start of class every day but it was such a struggle that I only enforced that rule for one entire school year then I gave up the fight. Today, if the phone is an issue, I take it away from individual students and keep it on my desk until the end of class.

In our International Student Program (ISP) the students are using Duolingo, Common Lit, Read Theory and Rosetta Stone to enhance their English skills.

My students utilize Google documents all the time in group work assignments and this is something they are taking ownership of on their own without me telling them directly that they must do this. Perhaps they learned it back in middle school, already; at any rate, they have already obtained this skill.

Is it always necessary for the teacher to be employing the tools? Fullan (2013) purports that while technology can accelerate the learning experience what really needs to happen is to "flip the roles of teacher and student" (p.4). Using technology in the classroom is engaging and students find it to be in the realm of their comfort zone. I personally know that many of my students are far more tech savvy than I ever aim to be. Therefore why not give them a platform to showcase their knowledge and teach their peers something?

I agree to some degree. However, many of our computers that are available for the general student population ie. library computers and Computers on Wheels (COWS) were not purchased directly by our administration. Our head librarian said "We have 39 computers which I have purchased from the Library budget" (J. Proske, personal communication, March 4, 2019). The COWS were purchased from our Parent Association Committee funds (PAC). In our case, the administration are not trying to keep up with other schools, by purchasing "expensive digital equipment" rather it is teaching staff and parents who take up the cause and make things happen (Kolb, 2019).

Fullan (2013) writes "technology can join the fray in a more purposeful way in order to transform learning for educators and learners in the 21st century" (p.3). For this reason, school leaders would be wise to help coach their teachers into utilizing more innovative approaches in technology. Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy and change knowledge. Toronto, ON: Pearson Canada.

I find it so helpful when I come away from a conference or workshop with exemplars and lesson ideas that have been carefully thought through, in light of the new curriculum.

This is a great proposal because offering ten sessions would definitely help teachers practice their newly acquired skills involving technology. As Michael Fullan (2013) writes "students and teachers alike-need to feel and experience some regular progress" and "small steps of progress are essential for drawing players in" (p.22). After ten sessions focused on technology, I am quite sure there would be more buy-in from teachers across the board. Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy and change knowledge. Toronto, ON: Pearson Canada.

I think this is another great idea. Providing four-hour workshops is much more effective than just a 1.5 hr pro-d workshop. I know from experience that 1.5 hours does not really help teachers familiarize themselves to the point where they feel competent utilizing the new technology. For example, at one District Pro D I attended once, there was a workshop on using Book Creator. Seeing it for the very first time and walking through the steps in a 90 minute session seemed helpful but in reality it was all forgotten when I later decided to try and use the feature with my students. Thankfully, my teacher-librarian was familiar with the iPad App and could walk my students through the process. After going through the process with her slowly and methodically, I then found I could teach my students independently. It was quite the process though.

What a great idea! If school districts hope to spur their teaching staff on to embrace new ways of using technology in the classroom then this is what needs to be spearheaded directly by them. When we transitioned as a district from Gradebook to MyEdBC, a principal was sent out to do workshops in all of the schools in the district. That was quite helpful as the workshops were in-house and the school board even paid for Teachers on Call (TTOC's) to cover our classes, so we could learn key tools in utilizing the new website.

A day does not go by without a computer related problem. I find myself continuously "getting lost in the weeds" when it comes to technology (Culatta, 2019).

I think it is wise to train your teachers and be sure there is buy-in from the start otherwise the grand vision could falter. My students may come across as being tech savvy, but in truth they do not know everything. The vast majority of students do not jump out of their desk to assist me when there is a computer glitch and my computer crashes. This year I have experienced a number of tech issues since our district purchased new Dell laptops for all teachers. In this case, the district was quick in handing out new devices to all teaching staff, but did not educate us enough on the new computer. Like Culatta (2019) notes the district really needs to first "provide adequate teacher training" (p.1).

True. One way studnets are trying to deal with their diagnosed or un-diagnosed anxiety is through vaping. Earlier I spoke about my experiences with a class of students with a large number of anxious students. Three of them vaped. They talked about it a lot in class. I know vaping has been a growing problem in our school district and at our school. The principal is trying to crack down on vaping. If students are trying to self-medicate in order to cope with their anxiety and stress from school today,what will they turn to next when vaping is not enough any more?

My sister's son has been diagnosed with autism. He is high on the spectrum, a very bright boy, but he is also an introvert and has had a lot of difficulty making friends.

I see this all the time. It makes me wonder whuy the communication piece is part of the Core Competencies when half the time I am being approached by my students who ask for permission to present to me by themselves during Flex or after school in my office. When will they ever learn this skill and how am I really preparing students to survive in the real world once they leave the comfort of high school?

Again, I relate to this. Last year, I had one grade 9 class that was a real gong show. I had 9 students with anxiety related issues. Not all were diagnosed and not all of them had a resource block. None of them had an SEA. I felt really terrible for the handful of high achieving students because those 8 or 9 students ruined it for everyone else's learning. They all had trouble trying to focus. They giggled and laughed a lot and spoke out. They were a very challenging class of students to deal with but thankfully this year all of my classes are balanced. I only have one student who blurts things out loud all the time and I have one SEA this year.

In order to help students focus, I break my lessons into small chunks of time. I also use simulations, role-plays and experiential based learning to engage students. What I found, though, with students who cannot focus, it did not seem to make much difference. I still had students who received "I"s on their report card and students still ended up failing that course last year.

I've experienced this with one student, so I believe there is some truth to this epidemic. I do wonder though, if there are more anxious students in non-believing families? The Bible declares God has not given us a spirit of fear but of love and sound mind "For the Spirit God gave us does not make us timid, but gives us power, love and self-discipline" (2 Timothy 1:7).

Absolutely true. I see this a lot with particular students. The strange thing I find is that the parents come across as weak. When I reflect on my own childhood, I really hated math and dreaded math tests. There was no way my mom would ever let me stay home from school. I had to be throwing up and only then could I get a free day at home. My parents instilled in me the mentality that you never quit or give up. I wonder if the new generation of parents have lost those core values? Or worse, they fail to pass them on to their children. Could this be one of the reasons for an increase in anxiety?

This I find to be so accurate. I am dealing with my fair share of students who have varying levels of anxiety in my mainstream classes and a number of them are receiving an "I" on their up-coming report card simply because they fail to do any work and in some cases they simply don't show up to class. I have a handful of students that have not done any work in Term Two.The counselors, VP's and in one case the ISP Coordinator are well aware of their cases. It seems though that everything takes time to process. One counselor was explaining to me that one girls parents are not willing to listen to the advice that the school recommends. The counselling team and VP's are great about informing parents other options for their children. Some take the advice to heart while many it seems do not comply or are not ready to acknowledge that the problem is as severe as it really is.

I am flabbergasted at how prevalent anxiety is today amongst children and adolescents. Damour (2019) purports "Today's teens now, for the first time, feel more stressed than their parents" (p. O6). Damour, L. (2019, February 23). It's the girls who suffer why young women are more anxious than ever. Globe And Mail, pp. O6-07.

This dovetails what Green says in his 2017 article on School Functioning and Use of School-Based Accomodations by Treatment-Seeking Anxious Children. Green mentions how "anxious children have the most difficulty concentrating on schoolwork" (Green et al., 2017, p.221). Greif Green, J., Comer, J., Nadeau, A., Reid, G., & Pincus, D. (2017). School functioning and use of school-based accommodations by treatment-seeking anxious children. Journal of Emotional and Behavioral Disorders, 25(4), 220-232. doi:10.1177/1063426616664328

Unfortunately, today there is a rise in vaping throughout the high schools which could be a way in which teens with anxiety are trying to cope.

I am reminded of what had befallen King Nebuchadnezzar in Daniel 4:31-34. Craziness was a punishment from God for being proud and believing he was equal to God.

In a recent newspaper article in the Globe and Mail It's the Girls Who Suffer, Damour (2019) states "it's girls who suffer more'. She goes on to point out that "girls are more likely than boys to labour under feelings of psychological stress and tension" (Damour, 2019).

I had one student in my Career Life class this year who suffered from such crippling anxiety that her mother emailed me saying she does not care about the grades, she just wants her daughter to go to school. Her daughter had such a severe case that she missed a week of school. By January she ended up dropping out of school altogether and moving to on-line education.

I think today's generation of students have more options at their disposal. There seem to be more supports available if you suffer from such intense anxiety.

A number of my studnets have anxiety when it comes to presenting in front of their peers. I get numerous emails from parents interceding for their children. One student believes more teachers should learn about anxiety “Some teachers don’t want to help students with disabilities; they won’t let us go to resource when we want to or they’ll force you to speak in front of people or take a test in a noisy room when you’d rather be in a quiet space with a longer amount of time” S. Steen (personal communication, February 14, 2019).

True, anxiety seems to be a part of life and a part of the curse. The only thing that will set people free from anxiety is a personal relationship with God.

I taught a resource block last year and had this one grade 8 boy who suffered terribly. He struggled to attend school for the first four months of school, and then by January he went on hospital home bound. Now that i have experienced how severe anxiety is I have more empathy.