May-June 2008
Learning Outdoors

The outdoor world presents infinite and indispensable learning opportunities. In this issue we learn about the strong case for taking students outside and doing our part to reunite children with nature.

Today's children have less unsupervised and unscheduled time than in prior generations. How does this affect their understanding of systems like weather or ideas that all life is interrelated, or their connection to a sense of place? Will this have profound impacts on the decisions and priorities that students will make in future years?

Teachers in both public and independent schools tell stories in these pages that offer examples of addressing curricula while in the great outdoors. Here are ideas for fostering curiosity, fondness, and appreciation for the world outside and our place in it. With our help, perhaps more students can embrace their role as stewards to sustain the world and its resources.

Although these sound like lofty ideals, they are not so difficult to achieve—it all starts by simply going outside!

March-April 2008
Screen Time

Computers are touted as being both lifesavers and the grim reapers of vibrant elementary education. Reports of advanced student achievement and advanced technological savvy coexist with studies that warn of obesity, poor posture, and eye fatigue, not to mention altered brain development and a growing antisocial, attention-deficit proclivity in our students. What is the role of computers and technology in the K–8 classroom? Is there a place for video games? How much time do our students spend glued to one screen or another?

In this issue we feature articles from educators who use computers as powerful learning tools. Many use them in ways to accomplish problem solving and skill development that is not possiblewith other tools. The message is clear that the choice to use podcasts, blogs, handhelds, etc., is as vibrant a choice as any other. Trying to remove a screw by whacking it with a hammer will yield less than satisfactory results. Trying to address any educational goal without considering the appropriateness of the “right tool for the job” will yield equally unsatisfactory results. Making time in front of the screen as valuable as possible is the best way we can assist our students as they step into this ever-changing technological world.