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Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little time on hardware or troubleshooting. Instead, as a result of district choices with regard to technology, support, and training, teachers are able to bypass the hardware and troubleshooting and move quickly to more productive and inventive uses of technology in the classroom. Our research offers a paradox for furthering the use of computers in classrooms —if we take away expectations for technical skills and allow teachers to focus on developing curriculum, evaluating learning materials, and thinking about how to provide better learning opportunities for their students, teachers are likely to use technology more effectively and creatively in their teaching.

Introduction Non-pharmacologic alternative therapies for pain have been around for a long time, some for hundreds of years. They have been used throughout history to treat many issues. Recent Findings Currently, alternative medicine is most frequently used to treat musculoskeletal pain, and between 59 and 90% of patients utilizing alternative therapies for chronic pain claimed they were helpful and can serve as an effective adjunctive for the treatment of chronic pain. Some examples of alternative therapies that will be discussed in this review include acupuncture, tai chi, osteopathic manipulation, and chiropractic care. Acupuncture, traditionally a Chinese practice, is becoming more popular across the world to attempt to relieve pain. It involves the placement of thin needles at various points in the body. The efficacy of acupuncture for pain is heavily debated. More research and discussion are necessary to determine the exact role it plays in the treatment of chronic pain. Tai chi is also a traditional Chinese practice that is often used as a form of meditation and for potential health benefits. Tai chi involves a series of complex movements such as squatting combined with deep breathing to achieve relaxation and pain reduction. Osteopathic manipulative treatment (OMT) is a technique used by both osteopathic physicians (DO) as well as other health professionals to manage a wide range of conditions in any given patient. The technique involves utilization and manipulation of the musculoskeletal system to achieve potential health benefits. OMT has been used as therapy for many issues but is commonly used for pain conditions. Summary Alternative therapies may serve as an effective adjunctive treatment modality for the management of chronic pain conditions. There has been a tremendous amount of research dictating the effectiveness of alternative therapies for chronic pain management. The purpose of this review is to provide a comprehensive evidence-based update of alternative therapy used for the management of chronic pain conditions.

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Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little time on hardware or troubleshooting. Instead, as a result of district choices with regard to technology, support, and training, teachers are able to bypass the hardware and troubleshooting and move quickly to more productive and inventive uses of technology in the classroom. Our research offers a paradox for furthering the use of computers in classrooms —if we take away expectations for technical skills and allow teachers to focus on developing curriculum, evaluating learning materials, and thinking about how to provide better learning opportunities for their students, teachers are likely to use technology more effectively and creatively in their teaching.

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