I have a confession to make: Today I plagiarized multiple documents at work. I took the writing of others and presented it to my supervisor as if it were my own. It was an open secret that my entire report, written "by Jason Johnson," had been composed by others and that I had been merely an editor. Instead of a reprimand, I was rewarded with a post-briefing latte.

But on some level, it still felt wrong. Before coming to work at my current company, I spent most of the past 15 years as an educator, advising students from second-graders to college seniors that taking the work of others and presenting it as your own is morally wrong and intellectually dishonest. I've fretted over proper citations and labored with students over the highly subjective art of paraphrasing.

Now I watch my former teaching colleagues grade papers not simply by marking a dangling participle here or an incomplete thought there, but by Googling phrases from their students' work, searching for the suspected source of yet another cut-and-paste job. I wonder if that's really what teachers should be doing. As kids today plagiarize more and more from the Internet, the old-fashioned term paper -- composed by sweating students on a typewriter as they sat elbow-deep in reference books -- has no useful heir in the digital age. It's time for schools and educators to recognize the truth: The term paper is dead.

Internet plagiarism is growing at a rapid pace, according to recent studies and the anecdotal evidence I hear from my former colleagues in education -- and there's no end in sight.

Young people today are simply too far ahead of anything schools might do to curb their recycling efforts. Beyond simply selling used term papers online, Web sites such as StudentofFortune.com allow students to post specific questions and pay for answers.

The proliferation of sites like these leaves teachers with an even more vexing problem: how to test what students really know. The time-honored paper now teaches students a very different skill set, one that appears to be unintentional and largely unrecognized -- but one that's much closer to what I do at work these days.

The most obvious choice for teachers and schools is to simply change the way they assess students. Schools could turn to in-class assignments as a more reliable way of evaluating what students know and how well they can express it. The problem with this is that it takes up valuable teaching time, and in-school resources for such assignments, from libraries to technology, vary greatly.

I envision a time when TurnItIn.com's database contains millions of essays on Charlotte Bronte's "Jane Eyre." At that point educators may finally understand that no high school student will be able to write another original word on the subject.

So let's declare "The paper is dead" before the database makes the declaration for us. And let's recognize what the paper has become, so that we can declare, "Long live the paper!"

- Jason Johnson, former technology director at Washington's Lowell School, is an information technology consultant at Ingenium Corp.