Who hasn't at some point seen a headline that links screen time with terrifying outcomes like diabetes, obesity, poor communication, and cancer? Many parents and teachers are understandably scared by these hair-raising headlines, leading them to feel uncomfortable about technology's increasing presence in the classroom.

Right now, however, with school closures forcing teaching and learning to go digital, screens are playing a bigger role in education than ever before. So, what does the research actually say about the impact of screen time on children's well-being?

In this episode we are sharing an excerpt all about the research behind screen time, from our new book, ‘Integrating Technology: A School-Wide Framework to Enhance Learning’, out now from Heinemann. We share our thoughts about why “screen time” isn’t very helpful as a phrase, and explain what the research says - and doesn’t say - about screen time and its effects on children.

For more information about the research behind this episode, as well as links to our sources, and a downloadable quick reference, visit our website. To connect with us, follow us on Twitter, Facebook and Instagram for free resources and to share what is happening in your classroom with colleagues around the world.

We are in the midst of an unprecedented event in the history of education. Schools all around the world are closing simultaneously in an effort to curb the spread of Coronavirus, but learning and teaching are largely expected to continue through distance learning.

School closures are not new in many parts of the world, but the scale and potential duration of these closures present unique challenges to teachers and families. Many schools are turning to technology to facilitate ongoing learning, but teachers are facing a steep learning curve.

Fortunately, a supportive and extensive community of colleagues has developed in recent weeks, connected by social media. One group, which is growing at an incredible rate, is the Educator Temporary School Closure for Online Learning group. In this episode we interviewed its founder, Kirsten Durward, about the origins of the group, how the community has stepped in and stepped up to ask for and give support to colleagues, and what the next steps are for teachers as this situation develops.

For more information about the research behind this episode, as well as links to our sources, and a downloadable quick reference, visit our website. To connect with us, follow us on Twitter, Facebook and Instagram for free resources and to share what is happening in your classroom with colleagues around the world.

Managing behaviour in the classroom can be a challenge: how do you reward and recognise the good behaviour of your students? How do you record and address negative behaviour? How do you motivate students to maintain the behaviour you want to see, and change the behaviour that prevents them, and others, from learning?

Many teachers turn to, or are required to use, behaviour charts such as clip charts. From smiley faces to traffic lights, and colours to pithy phrases, Pinterest and Teachers Pay Teachers are awash with examples of clipchart designs you can copy or buy to use with named clothes pegs or magnets.

But do they work? And if so, how, when and why do they work? Do clip charts help our students learn to behave, and behave to learn? Or are they teaching our students something very different?

For more information about the research behind this episode, as well as links to our sources, and a downloadable quick reference, visit our website. To connect with us, follow us on Twitter, Facebook and Instagram for free resources and to share what is happening in your classroom with colleagues around the world.