Berkshire pupils urged to raise school funds in fun run
An opportunity to boost school funds and get fit in the process has arisen for pupils in the Berkshire area. Since 2016, Greenham Trust’s annual 10k and family fun runs event, Step Up 4 Good has encouraged more than 1,800 people to get active. Having donated £58m, it has helped fund projects for many schools and charitable organisations across West Berkshire and North Hampshire, including The Rosemary Appeal, Brighter Futures, Parenting Special Children, Parkinson’s, MS Therapy and many more. Step Up 4 Good 2019 will take place this October at one of the UK’s most prestigious racing venues, Newbury Racecourse. Priding itself as one of the most unique running events in West Berkshire, Step Up 4 Good accommodates runners of all ages and abilities and educates the next generation for a healthier future. Organiser Chris Sumner of Racesolutions, who has already hosted the Royal Berkshire 10k and Endure24 events this year, said: “We are passionate about producing exceptional running races that inspire people to run, our aim is to offer every runner, no matter their age, speed or goal, a sense of achievement, and lots of fun.” Activating pupils’ community spirit Inspiring children to feel the benefits of leading a more active lifestyle, Greenham Trust is inviting primary and secondary schools to ‘step up’ and take part in this year’s runs. Pupils are also being encouraged to get involved and use the race as a fundraising opportunity, where they can raise money for their own school projects or select one from The Good Exchange platform. Teachers, governors, group leaders and parents can simply download the Step Up 4 Good ‘Schools Toolkit’ online. It includes all the essential information and a step-by-step planning guide to help make the organisation process really easy. As well as working in partnership with West Berkshire Council, to support the West Berkshire’s Let’s Get Active Fund, Greenham Trust is offering local state schools the chance to win £500 for a school project of their choice. Schools who register ten or more runners in any race will automatically be entered into a prize draw, when referencing their school name upon entry. Kate Flowerdew, Headteacher at Spurcroft Primary School in Thatcham and winner of the 2018 schools prize draw explains how the £500 has made a difference: “The money given to us was used to purchase thermoplastic footprints for the school playground to complete the active walk around the perimeter of the school. We like to promote a healthy lifestyle and encourage all children to get involved with sports at school and within the local community, so the money has given pupils more opportunities for physical and personal development.†Libby Bucknell, Headteacher at Robert Sandilands Primary School in Newbury also winner of the school’s prize draw explains how delighted her school were to receive the cheque at Step Up 4 Good 2017: “The whole community can now benefit from the fact that the pupils will get more opportunities for physical and personal development. We could never afford to complete this project without the help of Greenham Trust.†In 2018, pupils from St Nicolas C of E Junior School, Willows Primary School, Speenhamland Primary School, Curridge Primary School, St John the Evangelist Infant and Nursery, John Rankin School and Horris Hill School all raised funds for their own school projects via The Good Exchange. New for 2019, Step Up 4 Good have introduced The Para-Mile. It is open to children under 15 with a disability or impairment, and gives children the opportunity to run, jog or walk the course for free. Take part and get involved Set to be bigger and better, Step Up 4 Good 2019 promises to provide fantastic indoor facilities, licensed bar and plenty of entertainment for both runners and spectators to enjoy as it relocates to Newbury Racecourse. Chris Boulton, chief executive of Greenham Trust encourages everyone to step up: “We would like to see a lot more children from Newbury and beyond getting more active and involved in what is to be West Berkshire’s most popular event on the running calendar.†Come along to an exciting family day packed with entertainment, competitions, delicious food outlets and a buzzing race village with lots to see and do. One lucky member of the public will have the opportunity to win a Golden Ticket and allocate a total of £5,000 funding from Greenham Trust to one local charitable project or split the total across a number of charitable projects on The Good Exchange. Seasoned professional, complete beginner, old or young, it really doesn’t matter. Step Up 4 Good is about more than just running, it’s about challenging ourselves, celebrating our community and raising money for the many worthy local community projects. If running really isn’t your thing, Step Up 4 Good offers a number of volunteering opportunities for anyone who wants to join in without putting on their trainers. Register today for Step Up 4 Good 2019 on Sunday 13 October at Newbury Racecourse and boost your school funds! To sign up, enquire about volunteering and for event details, visit www.stepup4good.co.uk/activate
How To Create & Increase Space In Classrooms
How To Create & Increase Space In Classrooms Primary School Classroom Lofts – 25% off (September offer) Are you a primary school looking to increase your interior classroom space for learning & play? Educational Play are offering a ‘Back to School’ Promotion –25% off our Classroom Lofts for orders taken in September, pricing includes delivery and installation! * Classroom Lofts’ add a new and exciting dimension to your classroom. As well as providing additional Classroom space, our Lofts provide a wonderful structure for a range of role play opportunities. Amongst other things our Lofts have been dressed up as Shops, as Caves and as Ships! They have also been used as quiet reading areas and numeracy corners. Children love to look at the world from a new perspective and teachers appreciate the additional flexible space. Check out our standard range of Lofts at https://www.educationalplay.co.uk/offers/25-our-core-range-classroom-lofts. Bespoke Classroom Lofts: Why are we different? As well as offering the standard range we can also help you design a Loft to meet your own specific needs. Check out some of our bespoke lofts on our website. https://www.educationalplay.co.uk/classroom-lofts/bespoke To find out more call our friendly team on 01544 387103 *Pricing is valid for most UK mainland schools. Additional charges may apply for addresses above Glasgow and off-shore.
Children are becoming more vulnerable to cybercriminals
As children head back – or off – to school, parents will naturally focus on making sure they have all the equipment they need to begin their studies. However, guardians often forget about the devices their kids take to school – the increasing number of which is making more children vulnerable to cybercriminals The number of devices children have access to continues to increase. Research shows that 42% of five to seven year-olds now own a tablet, up seven per sent from the previous year. In addition, more than nine in ten (92%) children aged between five and 15 go online using any type of device, which increases to 99% of 12-15s. Around six in ten five to 15 year-old use a tablet or a laptop or to go online, while half use a mobile phone. In addition to tablets, smartphones and desktop computers, children also have access to a plethora of connected devices – toys, smartwatches, fit-bits and more – and most bring them through the school gates. This is posing a worrying trend – as the more devices young people use to connect to the internet, the more the threat vector grows. From Momo challenges to Fortnite scams, the younger internet users potentially face countless threats from cybercriminals: but worryingly, most parents don’t realise how much time their children are spending online. Kaspersky research shows that the average child spends 40 minutes per day watching online video content on a mobile device, whilst 87% of parents don’t restrict how much time their young children spend online. Compounding this is the lack of security on these devices: 49% of guardians have never reviewed the default settings on a device to prevent their child viewing inappropriate material, whilst only 13% install online security solutions onto their youngers’ smartphone, laptop or tablet. This growing number of devices also increases the chances of school and home networks being compromised, too, as in most cases, these devices will be connected to domestic networks. “While younger children are becoming more tech-savvy, they are not protection-savvy by nature and lack the understanding to know about the dangers that being online can present. With reports of even toys being used to spy on children, and children as young as three-years-old owning social media accounts, it is clear the dangers are real – for homes and schools as well as children,†said David Emm, principal security researcher at Kaspersky. Whilst the government and schools are increasingly teaching children how to spot potential dangers online, there remains a lack of awareness around basic device protection from cybercriminals. This means parents need to take greater responsibility to ensure their children are cyber-secure for the start of the academic year. “This year’s back to school period will probably see an increase in connected devices in classrooms, and adults need to play their role in ensuring children’s safety is maintained,†adds Emm. Kaspersky recommends the following tips for parents to help ensure that their children are kept safe from cyberthreats: 1. Supervise – This may seem obvious, but monitor your child’s internet use. Encourage them to visit, and stay on, websites you’re familiar with. Be sure to know about any password-protected sites they may be accessing, and ask them to share their login details with you. 2. Be open – Encourage your child to be open about what they are doing online and who they are socialising with. Promote a culture of safety within the home and talk about the possible dangers which exist. 3. Protect your family – Use parental controls to block access to sites you don’t want your child looking at as part of your online security product – it’s an easy way to avoid disaster. Review the default settings on each app that your child uses to ensure that the camera or microphone, for example, aren’t needlessly turned on as these can pose a threat. About Kaspersky Kaspersky is a global cybersecurity company founded in 1997. Kaspersky’s deep threat intelligence and security expertise is constantly transforming into innovative security solutions and services to protect businesses, critical infrastructure, governments and consumers around the globe. The company’s comprehensive security portfolio includes leading endpoint protection and a number of specialized security solutions and services to fight sophisticated and evolving digital threats. Over 400 million users are protected by Kaspersky technologies and we help 270,000 corporate clients protect what matters most to them. Learn more at www.kaspersky.com.
The Importance of a Thorough Mental Health Policy in Schools
Article by Ellie Collier, High Speed Training It is truly shocking that three-in-four mental health issues start in childhood. It can affect an individual’s emotional wellbeing and their educational attainment if they are struggling to cope. As exam season commences, it is fundamental that those within education take extra precautions to ensure students feel capable of thriving during this defining time of their lives. The exam period can be a catalyst for mental health problems and a school should, ideally, have an effective mental health policy already implemented prior to the end of the academic year. It is a stressful time for pupils and schools have a responsibility to make sure their students are able to cope with the pressure. The main aim of a mental health policy is to demonstrate to both students and parents that the wellbeing of individuals, including students, staff and parents, is a top priority. Additionally, it should highlight the school’s ongoing commitment to understanding the severity of mental health issues within education and ensure that teachers feel equipped to encourage students to come forward and discuss any difficulties they might be facing. It’s important that the policy showcases the school’s commitment to supporting any individuals that may be struggling – whether at school or home – all year round. It is essential that a school mental health policy is thorough, insightful and accessible to all. Included should be procedures that will support individuals suffering with mental health issues, and procedures that stress the importance of positive mental wellbeing and resilience. The policy should be written in clear, direct language and follow a logical structure. It is also imperative that school-specific details are included in the policy – including relevant staff names and any bespoke policies and procedures – so that the information is tailored to the school. The school’s approach to creating a mental health policy should be an extensive and thoughtful process. The stigma around mental health is starting to shift, and it’s important that schools continue to support pupils beyond their academic development. High Speed Training, which provides professional safeguarding training courses for the education sector, has created a template to help schools create their own mental health policy. For more information, visit www.highspeedtraining.co.uk.
Progress on empowering schools across Aberdeenshire
Aberdeenshire councillors today agreed a number of key workstreams to progress with the devolution of school budgets. As part of a national drive to empower head teachers, primary schools across the local area will have more flexibility on how budgets are used in a similar way to the way secondaries have been able to operate since April 2017. The principles which will support head teachers and their teams in their decision-making reflect the National Improvement Framework – to ensure every young person has the same opportunity to succeed, to be fair, to ensure costs can be easily understood and explained, and to deliver value for money. Evolving national policy aims to create a culture of empowerment and collaboration. The first workstream the local authority’s Education and Children’s Services Committee agreed to today will work to develop a professional learning and support offer to schools. Another focuses on reviewing and evaluating the processes in place for devolving budgets in the secondary school sector. The third workstream will look at the management of budgets to support children and young people with additional support needs at a cluster level. The final workstream sets out how piloting devolved budgets in primary and special schools will begin to take shape this year. Aberdeenshire’s Education and Children’s Services Committee today also acknowledged the importance of ensuring appropriate consultation with stakeholders continues in local areas, within the evolving budget context. Cllr Gillian Owen, Chair of Education and Children’s Services Committee commented: “Our aim is to provide the most effective service for pupils. Devolving budgets will help do this by ensuring spending decisions can be made in the context of local priorities. “We are committed to ensuring each and every head teacher, along with their committed teams, across Aberdeenshire is empowered so that decisions about a child’s learning, and the budget associated with that decision-making, can be made as close to that child as possible.†As part of the Joint Agreement at a national level, a Head Teacher’s Charter has been adopted across Scotland to enable head teachers to determine the most appropriate approach in the areas of leading learning and teaching, to empower their local learning communities and to make the best use of schools’ resources. New national guidelines on devolved school management are available at: https://www.gov.scot/policies/schools/devolved-school-management/Education Scotland’s Empowered System resources are also available at: https://education.gov.scot/improvement/learning-resources/an-empowered-system Vice Chair Cllr Mark Findlater added: “There is recognition that all stakeholders, including teachers, head teachers, parents and carers, and communities must work together in a collaborative way, keeping the interest of children and young people front and centre.â€
What teachers need to know about ADHD
Dr Mark Kennedy is a Senior Teaching Fellow at The Institute of Psychology, Psychiatry and Neuroscience, King’s College London. He is also Lead Educator on the Understanding ADHD: Current Research and Practice course on the FutureLearn Platform. Attention Deficit Hyperactivity Disorder (ADHD) is regarded as a “neurodevelopmental disorderâ€; which puts it in the same category as Autism Spectrum Disorder (ASD). It’s the most common neurodevelopmental disorder, affecting around 4-5% of children. Despite this, teachers frequently say that they lack specific knowledge about ADHD and what strategies can be used to help children affected by ADHD. When you ask people what ADHD is, they describe a child with too much energy. In reality, there’s a lot more to it than hyperactivity. In fact, there are three “presentationsâ€; Hyperactive-Impulsive, Inattentive and Combined Type. The most common form in the general population is actually inattentive, not hyperactive-impulsive, which comes as a surprise to some people. Teachers need to be aware of ADHD for a number of reasons. Children with ADHD often struggle academically. As well as being a concern for parents and teachers in itself, ADHD and associated difficulties in school can also begin to impact the child’s self esteem. Beyond this, it has been linked to poorer outcomes in adulthood, such as unemployment and difficulties in relationships. Importantly, research has shown that teachers simply being aware of what the disorder is, can actually be beneficial. I think that’s a really positive message, especially given the immense pressure teachers are under to accommodate the broad range of issues children in their class may be facing. Free-to-join online ADHD course Motivated by a desire to increase awareness, King’s College London have partnered with FutureLearn to create the free-to-join, online course: Understanding ADHD: Current Research and Practice, which launched in May. The course is an accessible and time-efficient resource for anyone looking to learn a bit more about the disorder. Being ADHD aware also matters because there’s reason to believe that girls with ADHD are being missed. When you look at population-based studies, for every one girl with ADHD, there are two boys. But when you look at clinical referrals, the ratio is double that (1 girl: 4 boys). In our course, we speak with a mother of a daughter with ADHD. She describes her daughter’s report card, which contained descriptions of ADHD behaviours, but no-one had considered that she may have ADHD. Much like Autism Spectrum Disorder, there’s a huge amount of evidence to suggest that the brains of children with ADHD are hardwired differently, compared to those without it. That matters because it means that children with ADHD are less able to regulate their behaviour, again like those with ASD. Understanding that – and the increased empathy that this understanding brings – along with helping children to understand this, has again been shown to help. As well as being aware of the disorder, there are low-cost, practical things teachers can do to help. For instance, sitting a child with ADHD close to the teacher has been shown to help; it’s harder to get distracted and makes it easier to pick up on the teacher’s cues. More practical tips, strategies and evidence based advice is discussed in the Understanding Attention Deficit Hyperactivity Disorder course on the FutureLearn platform.
The power of diversity in school
The provision of a diverse and multicultural environment has become an important factor for parents in choosing the right school for their child and a unique selling point for schools to differentiate. Not only does a diverse pupil roll support the school as a community, but it also nurtures a more united school body. True diversity, however, often means breaking down traditional barriers and accepting the fact that everyone is individual and that brings a whole new dimension to the school. For the school environment to be truly diverse, pupils should not be expected to conform to a fixed criteria or fit into a specific ‘mould’ because everyone is unique both in character and learning styles and abilities. Removing the racial, cultural and sociological ‘norm’ means that individuals are free to express themselves and become anything they want to be. In turn, this helps children to build their own independence, resilience and self-confidence. Many schools believe children work better in a diverse classroom environment because it allows them to push themselves outside of their comfort zones when they have people of varying backgrounds working alongside them. Often creativity is enhanced and education is generally more powerful due to the abundance of varying points of view, which also encourages the potential for collaborative working. School communities that span a wealth of nationalities and religions can really offer a powerful dynamic to the classroom environment and those that are able to build on that cultural diversity will, as a result, find they are able to provide a much richer, more diverse, academic and co-curricular programme. Yet, leading a diverse school is not just about embracing difference, actions always speak louder than words. For example, ensuring that you celebrate a range of different cultures, nationalities and religions as part of the academic and co-curricular programme in school, is vital. Celebrating cultural experiences and sharing knowledge whether it’s Chinese New Year, Harvest Festival, or German Lantern Festival means those important events are recognised across the whole school community. Acceptance of other cultures and beliefs helps children to understand what it means to be different while also encouraging a greater sense of comfort with these differences and also, to feel more comfortable in themselves. On the same token diversity is also about learning that as human beings, we are all the same and should be treated equally, respectfully and with the same level of consideration. Today, we find ourselves living in a world where integration and diversity should be at the very heart of a school’s ethos. As teachers, we have a genuine responsibility to identify those all-important cultural building blocks that our pupils already possess, so that we can continue to help them to build a greater understanding. Every child will respond differently to the curriculum and we must constantly flex and adapt to make sure that our teaching methods on diversity are also evolving and fit for purpose. Today’s diverse classrooms and schools are preparing children for careers in job markets with much less concern or confusion around national or community boundaries, which can only be a positive step. More importantly, as children grow and move forward in their educational journey, they will be able to adapt to new environments and cultural differences more fluidly with greater ease and confidence as they head out into the future world. By Rose Hardy, Headmistress at St Margaret’s School About St Margaret’s School St Margaret’s School is an independent day and boarding school for girls aged four to 18 years. Based in Bushey in Hertfordshire, the school is steeped in history and is among one of the oldest in the UK dating back to 1749. Offering a range of flexible boarding options for both UK and international pupils from the age of 12, the school is set over 60 acres of beautiful grounds and places its renowned pastoral care and proven track record of academic success at the heart of its culture and ethos. With a rich programme of extra-curricular activities, its girls are encouraged to discover their talents in a caring environment that fosters a genuine enthusiasm for learning in an evolving world filled with complex challenges and exciting new possibilities.
The knock-on effect of Brexit on career opportunities
With the once distant idea of Brexit fast becoming a reality, concerns over the future of the current labour market have grown. For young people, the impact on the job market presents a lot to be worried about, particularly with the threat of large firms moving their offices to Europe. Giving rise to the gig economy, Brexit means young people face increased job insecurity, resulting in potentially hugely damaging consequences. Whilst there’s no way of perfectly determining what will happen, it’s not all doom and gloom for those starting out in their career – Sharon Walpole, Director of www.Careermap.co.uk, has identified the potential good, the bad and the ugly impacts of Brexit on the labour market… Apprenticeships Change doesn’t have to be all bad, in fact 2019 marks a big year for apprenticeships as they are expected to be boosted after Britain’s exit from the European Union. Indeed, whilst the 2017 levy that was introduced by the Government has led to a decline in the total amount of people taking up apprenticeships and a huge strain has been placed on smaller businesses, the quality of apprenticeships has risen greatly. By 2020, The Apprenticeship Levy has promised to create 3 million apprenticeship starts, equipping more young Brits with the opportunity to earn whilst they learn. As a result, there has been a rise in the number of those applying for the new high-quality apprenticeship courses as businesses are desperately looking for more highly skilled workers to replace the departing Europeans. Additionally, the opportunity to build a better career within businesses means that retention and motivation within the workplace is expected to improve. With tuition fees putting so many off university, this is a perfect opportunity to explore what apprenticeships are on offer. Take this time to explore Further Education and School Leaver Programmes as many even offer you the chance to earn yourself a degree or vocational qualification without the student debt. What about my degree? With the decline in attractiveness and reputation of the UK after a possible hard Brexit, there is much concern over the loss of funding for humanities and social sciences due to the financial impact that the loss of international students will have. With the expansion of Higher Education into businesses, it has been suggested that whilst The Russell Group will face the biggest economic loss from a decline in international students, they will be given greater support, meaning smaller institutions will lose out. Alongside this, universities could lose their research opportunities abroad, as well as the ability to participate in collaborative funding. However, a decrease in students can also be positive for UK students as they will be given greater opportunities to benefit from smaller numbers on their course, giving them the ability to build better relationships with lecturers and build better skills for the future. Travel European students currently studying in the UK face a race against time to complete their education as the costs of studying are likely to increase. An end to the free movement of people means that immigrants will no longer have the same privileges as British citizens and this works similarly with Britons studying abroad, damaging job prospects as well as access to education and services. Additionally, the potential scrapping of the EU’s student exchange scheme, ERASMUS, means that young Britons won’t have nearly the same travel opportunities to live and work abroad as older generations had. This can lead to a generation largely closed off from the international world, eliminating opportunities for international friendships and impacting chances in the job market. This does not meant that equivalent schemes cannot be established however, as UK universities will still have strong relationships with European universities, so all might not be lost.
How video communications can be used in schools
What is the point of education? It is to create the best learning opportunities for as many students across early and secondary education as possible. Unfortunately, not all educational institutions have the ability or resources to offer the enriched programmes that they wish they could offer, and students could be missing out. New research has found that 91% of schools in the UK have had their funding per pupil cut and the impact of this growing crisis is leaving teachers and educators frustrated and feeling hopeless. So, with budgets being squeezed ever tighter, schools, administrators, and teachers need to take as many opportunities to save money in the future, without compromising learning. The children of today are gearing up to become adult citizens of tomorrow. The growth is parallel to the future of our country, reflected through the quality of the present education system. A school must stimulate curiosity in the young, impressionable minds and equip them with tools to be better human beings every way they can. One way in which teachers and educators can offer meaningful learning experiences for their pupils, bringing the world into the classroom, without overspending, is through the use of video communications. In our increasingly global society, it’s more important than ever for students to have an appreciation for and understanding of the world around them. Video communications can enrich a class through the addition of virtual field trips, collaboration exercises with remote classrooms and access to subject-matter experts all around the globe. From visiting world-renowned museums to learning about the stars from astronauts who have seen them from space, the power of HD video in the classroom can facilitate incredible, interactive learning experiences. One educator based in the US who is devoted to connecting their students to people and places from around the world is digital learning coach Ralph Krauss. He is passionate about connecting students with primary sources of education through the use of innovation and technology – something he calls edutainment. His edutainment learning has brought various experts in a number of fields to students including Grammy and Oscar winners to astronauts, governors, presidential candidates and many others. In our increasingly global society, it’s more important than ever for students to have an appreciation for and understanding of the world around them. When he began using video conferencing in the classroom it was primarily for 5th–8th grade (age 10–11). However, he has now branched out offers his edutainment service to nursery and preschool all the way up to through to school leavers and university students. Ralph explained: “I was a classroom teacher for a variety of grades from kindergarten (nursery) to fifth grade for eleven years. I found that there were certain topics and subjects that just weren’t sticking when I would simply read from a textbook. So, I decided to contact expert guest speakers to physically come in, so that my students could learn from a primary source of information. The distance was an issue, so I decided to connect my students over video conferencing with speakers.†An example of how Ralph brought these speakers into the classroom, without physically having to pay for them to come in, was when he used video communications to aid a project around the assassination of President Kennedy. He said: “I accepted a position to work as a digital coach at Pinecrest Academy of Nevada in 2016. This position was essentially a tech specialist position that had me supporting fellow teachers with adopting technology in the classroom. A colleague of mine was teaching his students about the assassination of President Kennedy and I decided to try this idea out with his students. I was able to connect the kids with retired Secret Service agent Clint Hill, who was present during the assassination. From his office in California, he was able to connect with students in Nevada to not only share his story but also answer their questions. This kind of learning takes on a deeper level than simply reading from books – it brings the facts to life.†Ralph went on to explain how these kinds of practices are not only enriching the learning experience for students but changing the approach of teaching. Statistics show that 65% of us are visual learners and this type of engagement is essential to make learning easier. Ralph continued: “I believe we have only begun to scratch the surface of what is possible with the use of video conferencing and visual engagement. We as a species are auditory. From the dawn of time, it has been one story handed down from one generation to the next orally and it has transcended cultures everywhere. Textbooks have proven time and time again to not always be the most accurate. What could be more accurate than a leading expert in a particular field?†But it doesn’t stop there. Video conferencing can be used to engage children and teachers in so many more ways than you can imagine. Children love field trips but unfortunately, due to budget, transportation, and timely preparation issues, these are becoming a rare thing on a school curriculum. By using video conferencing, children could visit a safari park in Africa or see icebergs in the Arctic – all without leaving the classroom. For teachers, the technology has endless possibilities. Teachers can broadcast administrative updates and school news straight to the classroom over video rather than holding assemblies. Or conduct remote parent-teacher meetings to help minimise scheduling conflicts or host video staff meetings and provide a recorded session for those who are unable to attend the live meeting. In higher education it allows for face-to-face meetings with professors and lecturers across the world in different times zones; it provides access to online courses and meetings with faculties from different universities. Plus, students are using these tools to connect with other students and experts across continents, to collaborate and work on projects together. Video communication enables students to take advantage of collaborative and hybrid classrooms. Using it to attend regular, in-class sessions for a particular course shows