Zoom Fatigue

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Distance learning is now the norm, at least for the remainder of this school year and for summer school. Now that many students, teachers, and communities have somewhat adapted to this “new normal,” we find ourselves engaging with screens and virtual platforms much more than we would have ever anticipated. Cue the new symptom or side effect of our post-pandemic circumstances—Zoom fatigue.

 

How is this real?

While it may sound melodramatic, this new form of lethargy can be scientifically explained. Zoom fatigue, as experts are calling it, happens when our day-to-day communications, whether they be for work, learning, or leisure, exist primarily in front of a screen and/or camera. These extended conversations and engagements on screen may seem like a passive form of communication. However, video chats, no matter what the purpose, involve much more than simply sitting in front of the screen.

 

What causes the fatigue?

Believe it or not, the “face time” can become exhausting. Consider this: In normal social settings and conversations, we do not maintain 100% front-facing, continuous eye contact. As social beings, even when attending a lecture or work conference, we have a tendency to glance around, examine the surroundings, check in and out of the speaker’s presence, whisper to our neighbor for clarification, take notes, etc. We are actively engaged and listening attentively, even when our gaze is elsewhere.

 

However, with Zoom and other video conferencing platforms, the camera holds our gaze captive. Participants, with a desire to appear 100% engaged, overcompensate while on camera. Am I sitting up straight? Was that a joke? Should I be laughing? Can people see my half-eaten lunch? Are my kids screaming in the background? 

 

Furthermore, since we are able to see ourselves during these calls, we become acutely aware of where we are looking, how we are looking, and how others are seeing us. It becomes a very inorganic way of communicating that consumes us with this idea that we are broadcasting ourselves in some sense. It is no different for students, either.

 

In addition to the overwhelming sense of engagement that kids might feel compelled to present, Zoom fatigue is also caused by the multi-tasking nature that the platform affords. While semi-focusing on the teacher’s explanation or instructions, students are likely scrolling through email, responding to texts, chatting in the Zoom chat, eating a snack, and/or listening to the television in the background. This level of stimuli makes it nearly impossible for kids to be active listeners. They may be sitting in the camera frame, but their minds are elsewhere. This is especially the case when Zoom meetings run long or when students sit through multiple Zoom calls throughout the day.

Because of the tendency for students and teachers to experience Zoom fatigue while attempting instruction and learning, its use requires a bit of strategizing in order to ensure full engagement. So what are we to do? Check out part II, where we will discuss strategies for warding off Zoom fatigue. We will also provide instructors and tutors with tips for checking for and maintaining engagement throughout classes and tutoring sessions.

Following Directions

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Since distance learning and online instruction has rapidly become the new normal for students all over the map, navigating this new forum has presented both teachers and students with learning curves. Through just the first few weeks of digital/virtual instruction, I personally have recognized an increased need for concise, explicit, and thorough directions on assignments. What I initially thought were clear instructions have often been met with various questions.

 

It sounds obvious—of course students need to be provided with specific directions on any given task. However, we teachers have been relying on face-to-face explanations, visual models and examples, and chunked verbal guidance without ever realizing what it would be like to take all of those supports away. Well, now we know. Even with video platforms like Zoom, Screencastify, etc., the ability to fully instruct, explain, and clarify is somewhat muddled. As beneficial as these tools can be for distance learning, these platforms simply do not provide the same level of guidance that face-to-face classroom instruction provides.

 

Now that teachers have begun to anticipate the various (numerous!) questions that students pose while distance learning ramps up, we can certainly recognize the importance of modifying our way of providing written directions.

 

  • For tasks that are going to require multiple steps, teachers need to present students with each individual step separately. This also means that each step will likely require its own set of directions. For example, an English teacher chunking a five-paragraph essay for students should provide specific instructions and requirements for each paragraph, separately.
  • This could mean creating a unit checklist; drafting a week-by-week calendar with steps labeled for certain days; or creating a sample of each separate paragraph with each sentence highlighted to demonstrate key components.
  • Introducing an assignment in steps also allows students to ask more specific questions when necessary. Instead of receiving a bunch of emails saying, “I’m confused about the essay,” students can specify exactly which step they need clarification on.
  • This level of micromanaging an assignment might seem excessive, especially for older students. However, providing step-by-step instructions while chunking a multi-step task will be crucial for student success during distance learning. This is especially true for students with different learning needs or executive functioning deficits.
  • It would also be helpful for teachers to include suggested time management tips for assignments as well. A top complaint that parents are voicing is the amount of time their children are spending trying to decipher their assignments.
  • Teachers should consider including the amount of time that each task should take in the instructions. That way, students who may plan on taking an hour to complete a 20-minute assignment can adjust their workload appropriately.
  • Use specific language in the directions that you would like students to use in their assignment. For instance, directions for analyzing a videotaped science lab should include content-specific language that students need to know as part of the unit. For example, teachers should bold or italicize the terms hypothesis or variable so that students key in on important aspects of the task.
  • Add specificity to your standard rubrics. What teachers thought was a clear rubric is likely lacking since we are unable to verbally explain grading as we typically would in class. If the history essay rubric requires “mastery in voice and structure,” teachers should clarify what that should look like.
  • For instance, the rubric might need to include guiding questions for each category. Do you maintain present tense throughout? Do you introduce your body paragraphs with sound claim statements? Do you utilize unit vocabulary throughout?
  • This level of specified directions may seem tedious at first, compared to our normal way of orally explaining tasks in the classroom. However, front loading assignments with ultra-clear directives will allow your students to not only comprehend the task, but also regain a sense of confidence in this new method of teaching and learning.

Assistive Technology for Students with Disabilities

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Assistive technology in special education refers to any sort of device or resource that is used to make learning more accessible to students with disabilities. Assistive technology is not reserved for any one circumstance. There are various types of technologies that can be used to support students with any disability, whether it be a physical, emotional, or mental disability. Read on for suggestions and resources to support students with special needs.

 

Text to speech

Text to speech, TTS, can be used to support students with various obstacles that might impact learning. The technology scans and modifies print text so that students are provided with audio of the text. TTS resources are especially helpful to students who have difficulty absorbing and/or processing print text. Some conditions might include visual impairment or blindness, ADHD, dyslexia, autism, or other health impairments that impede the ability to read print. Some advanced devices that utilize TTS are portable and can be carried around during the school day to photograph any piece of text. The device will then use its camera image to translate the text to audio that students can save.

 

Proofreading technology

Assistive technology that helps students become better proofreaders can be beneficial to all students, but especially for those who struggle with executive functioning deficits or attention issues. Proofreading one’s own writing is inherently difficult, especially if it is something that the writer has already read through a few times. This is because we often overlook our errors because we know what we are trying to say, so our eyes fail to recognize a careless mistake. Furthermore, several proofreading systems also utilize TTS software so that students can hear their potential errors aloud.

 

Electric handouts

For students who may struggle with the physical process of writing and/or lack the cognitive ability to process thoughts and commit those thoughts to paper, digital handouts can be immensely helpful. The key is to allow students to exhibit their ability without the barrier that pencil-to-paper writing might cause. Depending on the students’ needs, teachers might create digital documents that allow students to drag and drop appropriate responses, as opposed to writing them out or drawing lines to match them up. For math items, digital handouts ensure that multi-step math problems remain clear, organized, and aligned properly for students that struggle with the physical aspects of writing.

 

Low-tech options

While many examples of assistive technology in the classroom involve the use of computers or digital programs, there are various low-tech approaches that can help students with special needs. Many of these suggestions are considered best practices for all learners. Flexible seating, which allows for stools, bean bags, yoga balls, or standing desks help students with ADHD try to refocus during class work. Flex seating can also be used for students who struggle to self-regulate or who depend on movement to expel stress and anxiety. Even simple classroom items and modifications, such as pencil grips, wrist pads for keyboards, slanted table tops, or colored overlays are considered assistive resources. While relatively unsophisticated, these tools can make all the difference for students whose learning is impacted by a disability.

Visualization as a Cognitive Tool Pt. II

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As previously discussed in part one, visual prompts, tools, and strategies can help learners who may struggle with linguistic presentations. Whether attentive issues, behavioral struggles, or deficits in auditory processing are the obstacle, visualization methods can assist with students whose needs vary in and out of the classroom.

 

Reading/Writing/Literacy

  • Use visuals to provide context for vocabulary terms. Teachers can boost memory and recall by pairing terms with images that explain or represent the definition. For example, science teachers may want to accompany terms for the parts of a flower with a diagram that depicts each part. They could use photos or time lapse videos to demonstrate how organic matter decays or decomposes. In history or world studies, students can benefit from seeing locations, countries, and landmarks that they are studying so that they have a better grasp of its importance. Instead of simply discussing Tanzania, teachers will want to show Tanzania on a map so that students can conceptualize its location with background knowledge of the surrounding areas.
  • For practices involving phonics and fluency, obviously pronouncing new words for students to chime back is beneficial to start. However, when working independently to decode, students may find that visual cue cards for prefixes/suffixes are more helpful for their visual approach to reading. For example, struggling decoders might find it helpful to see how words are segmented or broken down into parts and then physically put them back together like a puzzle. Visually speaking, words like “cub” versus “cube” could be confusing to beginning readers or English language learners. Teachers should provide opportunities to use letter cards or scrabble pieces to match “cub” with the photo of a baby bear; then add the “e” to match the word with an image of an ice cube. The physical manipulatives, combined with the images, help young readers visualize the proper spelling while also solidifying pronunciation and definitions.
  • Similarly, teachers and parents can help beginning readers by incorporating visual aids into sight words. As a memorization tool, basic flashcards only go so far. Instead, think about how the letters of the word could be constructed or decorated with images that relate to the word’s meaning. For example, the sight word “look” could be spelled using googly eyes for the double “o” to demonstrate someone looking at something. Perhaps the word “play” could incorporate athletic equipment to form the letters, with “p” resembling a basketball, “L” formed by a hockey stick, and “y” in the shape of a tennis racket.

 

Additional Concepts

  • If content involves a process or step-by-step explanation, consider using flow charts, mind maps, or other visual diagrams to help students conceptualize the process. For differentiation, teachers may ask advanced students to create their own flow chart using their text or class notes, while struggling students may use a word bank/concept bank to complete a fill-in-the-blank flow chart. Either way, the objective is the same; students are demonstrating knowledge of a specific process by constructing a visual/diagram.
  • For essays, written responses, and notetaking, teachers should instruct and encourage students to utilize graphic organizers to visually compose comprehensive outlines of their drafts. In spider diagrams, the main idea of the written response is the spider’s body, while the legs connect to supporting details, quotes, and examples, which helps students visually compose a well-supported argument or claim as a prewriting activity.

Besides standard images or symbols to help students, teachers can expand upon the idea of visuals to include videos, films/documentaries, art, graphic novel excerpts, artifacts, and video games. The more engagement and connections to prior knowledge that visuals can offer, the stronger the learning experience will be.

Blended Learning in the Classroom Pt. II: Considerations

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As much as the education world has recently held blended learning (BL) practices in high regard, there are several considerations and key pointers that teachers should be aware of prior to designing units or lessons using BL.

 

  1. Blended learning rotations and activities should likely not be used as an everyday structure. The idea behind the rotations is to allow students to dig into the content, concept, or topic more indepthly, at an individualized level, with personal pacing and options for student choice using technology. As ideal as this all sounds, there are occasions or lessons that would not necessarily work well with small groups or multiple activities going on at once. A good rule of thumb is to try one set of blended learning rotations per unit. This means that, while students are learning about subjectivity and objectivity, like in our last blog post, they will really only complete one full BL lesson during that unit. This amounts to roughly 3-4 days of class throughout a 2-3 week period.

 

  1. Another critical aspect of using blended learning effectively involves ample planning and preparation. In essence, blended learning requires teachers to plan multiple lessons, including the use of various texts, activities, practices, methods, and technologies. When initially planning, it will seem like you are doing three times the work—because you are. The payoff for the advanced planning and organizing is that, after a few times practicing rotations and getting used to the structures and procedures, student groups begin to run like independent, well-oiled machines.

 

  1. Teachers should also be advised that, since students are working at their own pace, many students may find themselves with “down time” from completing the work swiftly. Because of this, it is beneficial to have a list of bonus activities, practices, and teacher-approved websites that students can work on if they finish a rotation early. The key is to make sure that students know where these “bonus” materials are, how to access them, and what to do with them so that there is no need to interrupt while the teacher is meeting and working with the small-group rotation.

 

  1. An additional consideration for planning involves provisioning for the rotations. Yes, this will require more time in advance to gather, sort, organize, and set up the necessary materials for each station/rotation. However, once everything is good to go, teachers will find that students are primarily independent throughout the duration of the non-teacher led stations. It is a good idea to keep writing utensils, extra handouts, sticky notes, highlighters, and any other frequently used materials in plain sight where they are accessible to students. Again, this prevents students from interrupting the teacher-led small-group session.

 

  1. Consider setting general ground rules for blended learning days. Frontloading these procedures and getting students acquainted with the routines and expectations will keep rotations running smoothly.
  • Remind students that you will not sign passes during rotations unless it is a true emergency.
  • Inform students that there should be no talking, except during collaborative activities in stations.
  • Think about setting up a question board or box so that students who are working in the independent rotations can write down a question that they will plan to ask you later.
  • Determine whether you want students to have the option to listen to music with headphones during the independent rotation. If not, make that clear and put headphones away when they are not necessary for the stations.
  • Set visible timers, perhaps on the Promethean board, for days when students will complete multiple rotations and make a plan for what students should do if they are unable to finish in the designated time.
  • Set up a designated submission policy or turn-in bin for completed work so that students can be responsible for getting their completed work in the right place.

Blended Learning in the Classroom Pt. I

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Blended learning is a new initiative in MCPS—many schools are devoting hours of professional development training, numerous staff meetings, and other resources to school educators on all things “BL.” In essence, blended learning is an educational approach that blends student choice, self-paced coursework, reteaching opportunities, and small, differentiated instruction with the use of online/digital tools.

 

A blended learning lesson might look something like this:

  • Students enter and complete a whole group warm-up in which they write down the definition of subjectivity and objectivity from the board.
    • The point of the whole-group, traditional start of the lesson is to provide background knowledge or introduce critical elements so that all students begin at the same point, with the same understanding of the content or topic.
    • When implementing blended learning, the whole-group aspect can last longer than a warm-up, but should still leave time for students to complete at least one other rotation.
    • The whole-group or lesson opener can also utilize technology if necessary. For instance, the teacher might play a segment of a commercial and ask students to bullet point subjective and objective methods on an index card. Then, the whole group might discuss observations briefly before breaking into rotations.
  • After the whole-group instruction, the teacher will then review the different rotations. Each rotation will involve a separate activity or list of options of activities. Each station will also involve different materials, skills, and varying levels of independence. While the station activities will look different, the objective for each rotation will be connected to the topic or content introduced during the whole-group warm-up.
    • A critical aspect of blended learning is the use of technology. Therefore, one of the rotations must involve some digital aspect. This can mean that students might access various materials via Google Classroom; or perhaps they will work from a collaborative, shared document while annotating copies of texts.
    • The use of technology also allows students to work at their own pace and review, reread, or rewatch as necessary. If one station includes audio or video, such as podcasts, teacher-created youtube videos, or step-by-step instruction using Screencastify, students are able to pause, rewind, or fast forward depending on their own needs.
    • Teachers can also, with a little planning, use technology to ensure that students are accessing materials to match their own specific ability levels. Websites like NewsELA allow teachers to select text sets with varying Lexile levels and digitally push them out to appropriate groups of students. This way, differentiation can be ensured for all students—the high flyers and the struggling readers.
  • In addition to the digital/technology rotation and the optional collaborative rotation, the third rotation is intended for small-group, teacher-led instruction. Teachers should often be advised to group students by ability level. Then begin working with the lowest group first. That way, the struggling students receive teacher-led, small-group instruction and discourse about the concept or topic before going off on their own in the other two rotations to work more independently.
Textiquette Part II

Teen Textiquette Part II

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As discussed in “Teen Textiquette Pt. I,” texting is the preferable form of communication among today’s generation of teens and preteens. Because of its prevalence, text messaging can become just as detrimental as it is convenient. Knowing this, parents should set expectations for appropriate etiquette and social protocols when it comes to digital platforms.

 

In the previous blog, we discussed broad-strokes approaches to teaching teens how to handle certain conversations in person, instead of opting for text messaging. Part II is meant to address the more serious consequences of text messages—not only do these messages color the receiver’s perception of the sender, but these messages could potentially tarnish a person’s entire reputation. Without getting too political, it is more important now than ever to instruct teens on appropriate messaging and their digital footprint. These aren’t scare tactics—they are simply meant to inform teenagers about the real-life consequences of poor decision making via text messaging.

 

  • Parents must be ready to have the difficult conversations when it comes to sending photos, videos, or “sexts.” As uncomfortable as this conversation will likely be, it is worth having—and the sooner, the better. As a middle school teacher, I can sadly say with confidence that students as young as 11 and 12 are using snapchat and imessenger to send inappropriate photos and/or videos to peers on a consistent basis. This is not to say that every middle schooler is engaging in these types of conversations; however, the “sexting” is much more prevalent than we would like to realize.

 

  • Too often, preteens and teens find comfort or security in the supposed “short-lived” existence that snapchat advertises. They believe that the photo or video, once viewed or expired, is no longer a threat. This is simply not the case. Parents should be sure to demonstrate just how quickly a “private” or “one-time” photo can be screenshot and shared among any number of people. Teens need to know that just because a photo has disappeared from their phone or account, does not mean that it has vanished completely.

 

  • Similarly, teens must be wary of incriminating texts, photos, videos, etc., as these are becoming more and more of a legal issue. A photo, even if it is not geotagged, can serve as an exact pinpoint to a teen’s whereabouts at an exact time. These records are not private and could be subpoenaed in any instance of a criminal investigation. This may sound overly dramatic—just another made for TV crime drama. However, as we see in the news regularly, bullying, harassment, and even more serious violent criminal charges have been brought to court with the use of cell phone evidence. This evidence includes social media posts as well, so parents must explain that privacy settings are not all that private.

 

  • In addition, posts, photos, check-ins, and tags can pose a serious threat to children and teens if left in the wrong hands. Today’s generation of teenagers simply love to keep a running thread of their everyday activities and whereabouts—making them vulnerable to online predators. Scary? Yes. Realistic? Very much so, unfortunately. Parents should be sure to instruct their teens about how to limit their digital footprint, especially where personal information and specific locations are involved.

 

  • Finally, because we all know that words, especially when written (or typed), cannot be taken back, parents must also instruct teens on how to avoid conflict and subsequent cruelty via text. Because text messaging is less personal—more removed or distant than face-to-face conversations—teens need to be reminded that any hateful or cruel texts still have the power to harm, even more so because they are chronicled. A temporary text argument or rude exchange is a running tab of our worst moments. Therefore, long story short, THINK BEFORE YOU SEND/POST/TAG/SNAP/ETC.
Textiquette

Teen Textiquette Pt. I

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Today’s teenage generation has pretty much grown up with cell phones, Wi-Fi and social media. With technology and connectivity practically rooted in their upbringing, they are arguably the most tech-savvy group to date. However, the combination of the teenage brain, impulsivity, peer pressure, and hormones with a smartphone always within arm’s reach can be disastrous. With this in mind, a few pointers regarding text etiquette can placate common issues before they erupt.

 

Parents can and should be instructing their teen about responsible smartphone use right from the beginning. Much like standard etiquette, manners, and socially acceptable behaviors, text etiquette will need to be explicitly taught. What we adults would consider common sense is likely not in the forefront of the teenage brain. The parts of the brain that monitor impulse control, decision-making, perspective-taking, and sympathy are not fully developed until the late teenage years and into early adulthood. Because of this, teenagers simply do not have the wherewithal to implicitly know how to handle certain situations. Just like teaching children the reason behind placing the napkin in the lap and holding the door for others, parents must be sure to explicitly state the reasons for certain texting protocols. In other words, kids need to understand that text etiquette does not involve arbitrary guidelines; they are important social skills and unwritten rules for appropriate communication via text.

 

  • Avoid using text messaging as the main platform for carrying out a serious conversation with friends or boyfriends/girlfriends. In the same way that an email doesn’t account for the sender’s tone or full intent, text messages lack these components as well. A simple “K…” response can ignite or amplify a conflict. Instruct your teen to handle serious conversations or mediations in person or at least over the phone.
  • Similarly, instruct teens that there are certain things that absolutely should not be said over text message. For instance, a break-up has to be handled face-to-face. Breaking up via text message shows cowardice and disrespect. Will it be harder to do in person? Yes, but it is the right thing to do when ending a relationship. A face-to-face conversation allows teens to explain their position and reasoning, listen to the other person’s feelings, and provide closure—all of which are crucial skills for social emotional growth.
  • Another conversation that should never be handled over text messaging is when your teen is quitting a job. A text message sends the message (no pun intended) that he/she cannot be bothered to have a genuine conversation about the topic. Professionally speaking, even for part-time or after school jobs, sending a text message to quit a job is unprofessional, disrespectful, and shows a lack of maturity. This is also a surefire way to burn that bridge with the employer. Explain to your teen that impressions and reputations in the workplace matter—that it’s not only about image. They will likely want to uphold a positive reputation to be able to ask that employer for a good recommendation or reference in the future.
  • For the same reasons, backing out of a major obligation, like quitting a sports team or cancelling on a scheduled volunteer opportunity, should not be handled via text either. Again, a text message indicates a lack of concern or disregard for the original commitment and can have negative consequences.

Email Etiquette for Students: A Crash Course

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If I had a pencil for every time I received a well-intended, but slightly rude, terse, or thoughtless email from a student, I could give Staples a run for its money. However, the positive thing about receiving one of these poorly organized emails is that it shows student initiative. Even a terribly composed email means that a student had the forethought to reach out for help and clarification. Another upside to the careless email conundrum is that it can be easily mended with a few helpful pointers and some practice.

Whether students are in elementary school, middle school, high school, or the post-secondary level of their education, email etiquette is a crucial skill for communicating with educators and advocating for themselves as learners. Starting young learners early with digital literacy skills and expectations allows them to build that critical foundation for blending communication and technology.

Here are some tips to share with your students:

  1. Always begin with a cordial greeting or salutation that suits your recipient. If students are emailing a friend or classmate about tonight’s homework, a casual greeting and the peer’s first name is fine. However, if emailing a teacher or principal, students should consider a more formal greeting and address the recipient as Dr., Mr., or Mrs. Students should know that jumping straight into a question or request without a standard greeting creates a demanding or somewhat rude tone, whether intentional or not.
  2. After the greeting, cut to the chase. Explain why you are emailing—what is the intention or purpose of this email? What information or response are you seeking? Keep it direct and concise, as to remove superfluous details or long-winded paragraphs.
  3. Take ownership of the question. For instance, if students are emailing about the homework assignment because they forgot to write it down, they should make mention of their error or oversight briefly in the email. This helps to show the teacher that, while the student may have neglected to write the assignment down, she is taking ownership of that mistake and taking initiative to remedy the situation.
  4. Be specific about the class that you are referring to in your email. Teachers often teach many courses, grade levels, or even subject areas. So if you are asking about the notes, handouts, or announcements that you may have missed, be sure to clarify which course or class period you are asking about. Especially for middle and high school students, pacing can vary from period to period, so it is especially helpful to remind the teacher of which specific period and date you are seeking information or materials for.
  5. Finish with a cordial closing to thank your recipient in advance. Be sure to digitally “sign” your email by including your full name. This is crucial. Oftentimes, students neglect to include their name at the end of an email. Too often when this happens, I am left wondering which of my 150 students could be soccerlover18@gmail.com, for instance. This makes it very difficult to provide a helpful response when teachers do not know who sent the original email.

Integrating Technology in the Classroom: High School

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The widespread use of technology is a pivotal factor in today’s classrooms. By high school, students are expected to proficiently access information in the digital world. It is truly unbelievable how much digital information is being presented to students in and out of the classroom. For digital instruction to be effective, however, it must be planned for and utilized with specific and deliberate purposes. Technology should be integrated as a means to engage, enrich, and extend learning objectives for students on a regular basis. So, what specific skills should high schoolers attain before graduating? Let’s take a look.

Technology Skills for College and Career Readiness

Typing skills are one of those abilities that many people disregard. While most schools have done away with mandatory typing courses as a graduation requirement, the skill is more valuable than people think. Not only does the one-finger “pecking” appear juvenile or unprofessional, but it is also not efficient. Especially when students head off into the world of higher education, they will need to be able to type with precision and ease for lectures, papers, research, etc. The great news is that technology has greatly improved the methods for building standard typing skills. With games, races, and levels, students are much more engaged and able to easily track their improvement.

Email and technology etiquette is also up there in terms of skills that high schoolers should acquire before graduating. The key here is that, by high school, students have been completely immersed in the informal realm of texting and social media. With all of this connectedness comes the likelihood that high schoolers have gotten comfortable with internet “slang” or informal communication styles. Between the emojis, neglect of appropriate punctuation, and familiarity with an informal tone, students are often ill-prepared to correspond professionally via email. That said, content area courses should be sure to address the need for a formal tone and appropriate formatting when it comes to email in the academic or professional realm.

Research skills offer huge benefits to students, no matter what career goals they may have for the future. The truth is, research is not just limited to college coursework—we perform research every day in our personal lives without even realizing it. Effective research skills ensure that the information collected and created by students will not only hold up, but help to grow their understanding of a concept.

Proofreading and editing is another digitally-based skill that high schoolers would be wise to master. Of course, the crutch of spellcheck has resulted in today’s students being somewhat lazy in terms of editing abilities. The best way to improve proofreading skills is simply to practice it. There are many editing forums and technologies that greatly assist in the process of self-checking and peer editing.