You know, I’ve always had this inner debate in my head about children and technology. I didn’t have access to google as a child, I had dial up internet, I didn’t have a phone until I was in grade 11; yet I turned out fine, so why do parents let their children have access to this stuff at such an early age? But, then I remember, that our society is advancing, we are moving into this 21st century classroom right from entry into schools in junior kindergarten, and I can see the perks! I believe my unease comes from a moral panic of all the dangers of the internet.
During this blog, Aviva taught her students how to conduct a google search, and they were only in grade 1! This really made me think critically about my own perspective of children as active researchers. I think the dominant discourse of age=competency may have influenced my opinion of children’s ability to use the internet for research at such a young age. Then I realized, how else are children able to gain the ability to research appropriately unless we teach them? Why can’t we start teaching them in grade 1? (Notice my reflective practice being conducted here 😉 – Aviva is a strong example of a reflective practitioner)
Research is such a big part of the inquiry process that drives the new story model. I think as a 21st century teacher it is important to teach students how to use online resources such as google, so they are able to recognize appropriate and more scholarly resources/websites, which as Aviva demonstrates, children can do at the young age of 6-7.
Another great resource I discovered through The Global Classroom Project was a combination of of two websites, one directed towards teachers, the other students. PBSLearningMedia is a website that was created for a similar purpose that this final RPAT is for.The PBSLearningMedia is a curation of digital, media resources in a variety of formats that are targeted towards specific grades, subjects and topics. This website also allows you to favourite and share websites, allowing you to start making connections and networking with other teachers.
As an expansion of this website, PBSLearningMedia has created a student friendly/centred website as well. Students have the ability to explore topics themselves, when they click on a task or topic they are interested, they are directed to an online library of a variety of sources that discuss that topic, from websites, to videos, to audio recordings to interactive activities. PBSLearningMedia is a great opportunity for students to direct their own learning and inquiry processes, while becoming more technological and media literate.Media “conditions us to habitual exposure patterns to the messages they want exposure for” (James Potter in Bullen, 2009), it becomes important that we teach our students the skills required to critically interpret the information they are constantly bombarded with on an everyday basis. As a future 21st century teacher, I would hope to use this website as a way to teach my student’s about media literacy. PBSLearningMedia, provides me some ease by placing a variety of media in one place for me to explore further. By starting with the teacher based website, I can control the media which the children are exposed to, teaching them to be critical of how media is constructed, but also how it can be used in education as a mode of extended learning.
While the teacher site may be a starting point, I would like continue with teh student site, and have the students direct their learning, because the children I teach will be digital natives, while I am a digital immigrants, they have grown up with the technology, I am just learning about. Providing them with such a wide variety of resources gives them a chance to grow and learn on at their own pace.
Project based learning (PBL), or performance assessment, is an authentic assessment and learning approach which allows students to actively explore real-world problems and challenges while acquiring a deeper knowledge. I believe PBL is a great assessment AS learning strategy which actively engages students in the learning process. When developing PBL, the Gailelo Educational Network provides and excellent rubric for such inquiry based projects.
High Tech High, provides excellent examples of PBL within classrooms, that use advanced technology and really focus on student centered classrooms. These schools really show the implementation of the New Story of Education in the Digital Age through not only the above characteristics, but they also involved inquiry based PBL, global connections and multiple literacies.
One of the neat projects explored by a third grade classroom in Explorer Elementary involved integrating photography across curriculum’s with a project called “Through My Eyes“. There are several smaller activities within this one project which integrate multiple curriculum’s including: science, art, social studies, writing, and literacy. On the topic of literacy, 21st century literacies are embedded deep within this project. When you read the caption to the left, for a group of previous third graders at Explorer Elementary, they talk about how they all have their own perspectives, both in how they think and in the photographs themselves. This is a great exemplar of media literacy, as the students recognize that each photograph portrays it’s own message based on the photographers personal constructs and stories.
Another great incorporation of literacies can be seen within the activity Picture Me, Picture You. Quoted exactly from the website: “This year-long cultural exchange promotes global understanding through photography and writing. Students from Explorer Elementary first learn about Africa, then share letters, poetry, and photography with children from the Tunahaki Foundation orphanage in Tanzania”.
Global and multicultural literacies are explicitly stated in the description as students aim to understand a different culture around the world, and how that culture creates knowledge and shares their perspective through their own photos. The photographs add a more creative and fun aspect to the idea of pen pals, so as students develop their writing skills they are also developing other skills associated with the literacies I have previously mentioned. This type of project could be developed to become more inquiry based through many ways (i.e. recognizing issues the Tanzanian children may face such as lack of access to clean water, or conduct an environmental experiment and compare the recycling or pollution in both countries, through photos and writing).
High Tech High provides a plethora of examples of different projects students have completed in a variety of grade levels, and is definitely a website I will continue to explore to find ideas for my own classroom. The inquiry based rubric from the Galileo Network, as mentioned before, is a great resource for teachers who are developing their own performance assessment for students, as it is clear and organized in a way that makes it easy to understand, even as a new teacher.
As a future 21st century teacher I will be using High Tech High as a place to find new ideas for Project Based learning. There are so many different resources on the High Tech High website, I only chose a few to comment on above. But, while skimming through the other projects, there are clear connections to other literacies, as well as opportunities for integrating curriculum’s within one project. I believe using the website as well as the Inquiry based rubric from the Galileo Network, will allow my to strengthen my ability to create deep-learning and inquiry based tasks for my students.
One of the blogs I am following includes Ms. Cassidy’s, whom professor Drake recommended. Those in the class who follow her have seen that the majority of her posts last month involved a girl named Emmy Barr, who has Williams syndrome and was starting her own caramel business. Through the few blogs posted by Ms. Cassidy, you can see the children actively supporting Emmy’s business through posters which encourage those around the school to vote for her (in the end Emmy did win second place!).
The classroom involvement in supporting Emmy was very strongly rooted in technology and media literacy. The students understood the importance of access to technology in order to vote for Emmy, and the variety of ways they could do this, including the iPads in their classroom as well using cellphones in the older classrooms. While Ms. Cassidy did not mention this in her blog, the students pitching Emmy’s business to the Moose Jaw radio station and also contacting global news are great ways to talk about how we use media to connect and communicate messages.
I also believe that a great way to continue student learning after Emmy’s project could involve some financial literacy. A project such as the Lesson discussed in the Crawford & West article where the classes were given the opportunity to create and plan their own businesses using real-world resources would be a great connection to Emmy, who started her own caramel business. Obviously, the project would have to be simplified for the students, but it would be a great introduction for them to understand how much money they (or Emmy) would need to start her own business, and all the costs Emmy must consider.
I was doing a reading for one of my classes the other day. It was from the UNESCO website for teaching and learning for a sustainable future. While I was reading the required sections, it brought up a very good question: If it is true that all education is for the future than why is the future not an explicit element in all levels of education? We always talk about how one of the goals of the current education system is to have children grow up to be participating members in society. We are supposed to be ‘grooming them for the future’. I know this is a highly contestable ideal, and I personally do not agree with the idea of school as a factory system, producing future adults, but that is not what I want to focus on. I want to focus on the fact that children are the future, yet schools do not teach from a futuristic perspective, rather they teach about the past and how we can use that information in the present.
I have recently learned about David Selby’s 4 dimensions of Global Education as a transformative education (spatial, Issues, temporal and inner).I think I may write a post about these later. The temporal dimension incorporates prioritizing the future within education. It is important for students to understand their alternative futures. There is the possible (all future scenarios), the probable (the most likely future) and the preferred (the future you would like based on your values). “The visions that we have of the future affect what we think is worth doing in the present. Fear of the future can be disempowering but it can also lead to engagement in social and political action to bring about a different sort of world” (from UNESCO Activity 5). If students are truly going to become globally literate and active global citizens, they much recognize that their choices and actions (as well as others) help shape the future. If students were to understand the importance of their actions, this could hopefully drive them to attempt to make a difference.
The reading I had to do was actually a 5 step activity created by UNESCO which I think would be useful for other teachers who wish to/are already incorporating global education into their classroom. The activity makes you look at your own preferred futures in relation to both the local and global, and then makes you reflect on how to incorporate these views into your classroom. Give it a try and let me know if it was useful!
I have been following a teacher online, his name is Mr. Kemp (Craig), he is a middle school teacher based out of New Zealand. Craig is also the founder of the online education twitter chat #whatisschool. He defines the space as a place where “people can express an unbiased response to questions about schooling, where educators have a voice in shaping the future through their experience, recommendations and interests.” They bring up topics such as defining and developing school culture, creativity, relationships, empathy, etc.
I have been exploring the online educational chat space, and it is definitely a great way to connect with other teachers and share your ideas. Craig and other moderators facilitate the chat through posting questions prior to the beginning of the chat, and then use the hashtag to keep track of answers. Because it is an online chat, you receive teachers from many different faculties, grades and countries. It provides teachers opportunities to learn about different perspectives of teaching while providing their own insights. This is a great way to start making global connections, which is also an area of Education Craig is very passionate about (I wonder why I am following him! 😉 ).
While I have used twitter, I find it is not the most productive site for having conversation on. I have never participated in a large group chat, so I do admit my bias and lack of knowledge may influence my criticality of the process. While limited character count could be beneficial for large group discussions, I find it could be limiting. I also find twitter to be slightly disorganized when it comes having conversations with multiple people. If everyone is using the same hashtag then conversations between people will not remain in order as they are chronologically listed, so you would have to continue scrolling through tweets to find the next message in that conversation. If #whatisschool becomes bigger, I think it would beneficial to create a forum of some sort in which only those involved in the conversation for #whatisschool can participate.
Another reason I enjoy following Craig’s blog is because he brings in a variety of guest bloggers from multiple fields of education, to provide a new perspective on different topics. For example, he recently had a grade 3-5 ICT teacher in the Philippines who discussed educational technology being used in teaching core subjects (one of the main 21st century literacies).
I am thinking about giving one of the online chats a try! I’ll keep my eye out on a topic I find interesting and I’ll let you know how it goes!
I’ve always heard about teachers communicating with other teachers around the globe and connecting their classrooms, but I was never sure how to find these teachers. I have found an effective way to connect my classroom globally, which was actually just featured (March 28th) on one of the blogs I am following, The Global Classroom Project. The first resource I am adding into my curation is the Skype Education website, which provides three different ways in which you can use skype in your classroom. You can collaborate and communicate with classrooms around the world, find guest speakers or take a virtual field trip anywhere around the world. It provides students with the ability to conduct collaborative projects or start international clubs. If teachers are not sure how to take advantage of skype, the website provides a variety of lessons teachers could use as well as stories of successful skype classroom interactions. The reason why I like the skype idea is because it makes the experience personal for the students. It is more than just having students read and research information about different cultures around the world; it allows them to make a personal connection with those cultures, through building friendships and having fun.
I want to focus specifically on one use of Skype Education which I think could have practical use in a 21st century teacher’s classroom. “Mystery Skype” is a game crated by skype where students have to use their inquiry and questioning skills to guess the location of their classroom. I have embedded the video about this global guessing game as an introduction.
As I watched this video, some key words stood out including: technology, connect, world, fun, team, critical thinking process, empower. What do all these key words have in common? They are a part of the new story, they are used within 21st century classrooms, they are/are part of 21st century literacies.
Directly quoting Michael Graffin’s (The Global Classroom Project) blog post about mystery skype, he present’s clear objectives of this activity. There is a clear connection between mystery skype, integrated curriculum (IC) and global, multicultural, technological, and critical literacies (Which I added to each objective below in italics):
Students will use map skills to find the location of the mystery classroom (IC – Social Studies/Geography)
Students will use communication and critical thinking skills to ask questions to help them find the mystery location. (IC – Language; Critical Literacy)
Classes communicate with other classrooms via Skype or Google+ Hangouts. (Technological Literacy)
Students will learn to respect and appreciate the cultures and customs of others. (Multicultural & Global Literacy)
Students will be able to see the differences and similarities between themselves and others around the world. (Multicultural & Global Literacy)
I believe the Mystery Skype activity would be a great introduction for inquiry-based learning, as it gives student’s the opportunity to collaboratively formulate questions and gather evidence to solve the location. As these skills develop during Mystery Skype, a teacher can then apply them to a more authentic and real world problem which Drake, Reid and Kolohon (2014) describe as key components to Inquiry-based classrooms and learning.
As a big supporter of humans rights, specifically children’s rights, I would love to incorporate the Discover Human Rights Institute website into my classroom. Unlike the teachUNICEF website, this human rights website can be used by the majority of people, whether they want to learn more, get involved or teach about human rights. As Canadians we are unfortunately not able to access all the resources of this site, such as have the advocate group conduct presentations or events, but there are accessible resources online. This website could be used as a resource for the teacher, where they can find lesson plans and activities, but it could also be used as a site for student participation. In the Human Rights for Students section, students can explore human rights at their own pace and through their own learning styles. It was the games link that interested me the most and something that I would incorporate into my classroom, to bring that technological aspect to my classroom while keeping the activities easy to understand. One issue I did find with the links to the games was that a couple of the games were not available anymore, but either way there were still a variety of games which focused on a variety of human rights, which I believe junior students would enjoy.
In general, navigating this page is not too difficult because there are a variety of headings constantly on the page which make it easy to figure out where you need to go. The one concern I have about this website is the amount of clicking I have to go through to get to a specific resource, such as a lesson plan. But, I did enjoy how the lesson plans were an automatic PDF download. The visual aspect of the website varied based on the audience, the student section consisted of cartoons, brightly coloured headings, charts and pictures, while the educators section was plain and did not consist of very many visual effects besides the odd picture.
While the general and country specific UNICEF websites are a great place to find information about UNICEF and the programs it supports, I believe the TeachUNICEF website could be of more practical use for teachers. This website is a collection of free global education resources for all grade levels, and major subjects, which provides lesson plans, stories and multimedia to cover a variety of social issues and social justice topics. These lessons are aligned with the US standards of education, but can easily be transferred into a Canadian classroom. It also provides information sheets about service learning and outside resources that provide service learning resources/tool kits, while sharing the specific UNICEF campaigns as well. I like the way this website is set up, because it has a search bar as well as the main headings/home page link always at the top, while the subheadings of the explore tab are listed in much smaller font at the bottom. I assume the Explore tab is the most used tab, as it contains all the lesson plans and is broken down into three columns at the bottom so that teachers can explore units by topics or grade level. Having the subheadings at the bottom makes it easier for teachers to navigate through website if they do not know where they are going, or also quick access to the specific resources they need rather than clicking through the tabs. I believe having TeachUNICEF as a separate website from the main UNICEF pages makes this website easier to navigate because it holds less information. Compared to the FTC website, the TeachUNICEF website is not as overwhelming.
I believe this website would be an excellent fit for teaching at almost any grade level because it provides the option to teach by topic. At the top of each topic page there is a summary of what the topic aims to teach as well as a form of multimedia which introduces the topic (either a picture or a video which presents an interview with a child, a short documentary, etc.). So rather than having one set out global education curriculum (such as the Junior World Changers Kit), teachers have the freedom to interchange topics based on the curriculum subject they wish to integrate it into. For example: integrating water and environment with science, health/AIDS with health/physical education, global citizenship with social studies, etc. The one issue with these topics is that not all of them have lesson plans for every grade level (for example: child labour does not have lesson plans for K-2).
As the world becomes more diverse and connected I believe it is important to start teaching from a global perspective. As a future primary/junior teacher I hope to incorporate both a global and multicultural literacy to my classroom. Both of these literacies link back to global education. Global literacy involves creating “settings that foster students’ understanding of the intersection between their lives and global issues and their sense of responsibility as local and global citizens” (Nair et al., 2012, p. 56). While multicultural literacy “consists of the skills and ability to identify the creators of knowledge and their interests, to uncover the assumptions of knowledge from diverse ethnic and cultural perspectives, and to use knowledge to guide action that will create a humane and just world” (Banks, 2003, p. 3). With these definitions in mind, I would use the following website in my classroom to help my students develop each literacy and become global citizens
The Free the Children (FTC) website contains a variety of information for global educators. FTC is an international charity that works towards empowering youth to become agents of change in both a national and international context. The FTC website hosts a variety of resources that teachers can use, such as a weekly social issue based column, lesson plans and kits. The Junior World Changers Kit found at found in the “resources, curriculum, and lesson plans” section of “get involved” is oriented towards a younger age group.
This resource provides the teacher with a full set of lesson plans that can introduce students to social justice issues, citizenship, and becoming engaged in both local and global settings, as well as level appropriate information guides for the countries FTC is involved with. While this resource is something I would use in a primary classroom, it is not something I would recommend for intermediate and higher. If a teacher believes their classroom is too advanced for the Junior World Changers Kit, the FTC website has a “Library of Resources” in which you can find lessons and resources based on the grade, class subject, topic, the country you are teaching in and the language you speak. Although I should mention that currently FTC only has education resources for Canada, the United States and the United Kingdom, an educator from other countries could use these resources and revise the lessons towards their curriculum.
I already have a background knowledge of Free the Children and Me to We, which is why I think this resource would be an excellent addition to my classroom. There are things I would tweak, in order to ensure student’s are learning about the important aspects and not the consumer identity, but it is great way to incorporate my past trips and experiences with me to we into the classroom and make my stories more relevant for my students.