When I was on my cruise, I met so many people in my age bracket from different countries. One of the things I brought up during our many conversations was education. Most of them were in general agreement; the state of education in their native countries was sub par (if not otherwise deplorable).
So, what did I do when I got home (besides recover from a week of tomfoolery)? I Googled it.
What do I have to do to be able to teach abroad? I'm already in the Ireland Student Teaching program, but this is just not enough. I think that there are tons of people in the world I would love to teach, even through a volunteer program, who, in return, could teach me as well. There are so many cultures, religions, languages, and experiences that I am eager to know about.
What I found was an organization called WorldTeach. They take certified teachers on yearly or semester-long volunteer trips to different areas in the world.I don't know very much about it, but it seems similar to Teach for America. Just internationally. And without pay.
But challenging and rewarding? Most definitely.
http://www.worldteach.org/site/c.buLRIbNOIbJ2G/b.6150577/k.BF13/Home.htm
Wednesday, March 21, 2012
Wednesday, March 7, 2012
Storybird, Anyone?
I just fell in love with this thing called Storybird. It is an interactive digital storybook website. Basically, you write your own book online using text and images. You can flip through the final product, share it with friends, and read the Storybirds of others (because they are sometimes really cool).
The website itself is really safe. Storybird emphasizes "niceness" and they will terminate the accounts of people who use the site for political or religious expression, explicit content, or ideas that wouldn't be appropriate brought up around eight-year-olds. Although this is limiting in some ways, this is a really good idea for the classroom.
As a lesson, this assignment can fit all ranges of students. Very simple Storybirds can be created comfortably by struggling students and more advanced students can create Storybirds like the one under the link posted below. This can easily be a lesson that is differentiated, fun, and educational, should you choose to use. I invite you to read the Storybird below. I thought it was profound and poetic, and I'm sure that this can be incorporated in the classroom regularly.
http://storybird.com/books/o-intelligence/
The website itself is really safe. Storybird emphasizes "niceness" and they will terminate the accounts of people who use the site for political or religious expression, explicit content, or ideas that wouldn't be appropriate brought up around eight-year-olds. Although this is limiting in some ways, this is a really good idea for the classroom.
As a lesson, this assignment can fit all ranges of students. Very simple Storybirds can be created comfortably by struggling students and more advanced students can create Storybirds like the one under the link posted below. This can easily be a lesson that is differentiated, fun, and educational, should you choose to use. I invite you to read the Storybird below. I thought it was profound and poetic, and I'm sure that this can be incorporated in the classroom regularly.
http://storybird.com/books/o-intelligence/
Revisiting Tumblr
In our last class, Tumblr was presented as a digital tool to use in the classroom. And, frankly, I feel like it got the "shaft" (I love you girls). As a former Tumblr user (I just don't have time anymore), I can see plenty of ways that it can be used in the classroom educationally, and many other ways that it can be regulated for content and made safe for student use.
First, the idea that Tumblr is a "less organized version of Pinterest" (as it was presented) kind of has to be deconstructed. Every website has things in common; from the "liking" of Facebook, to the "thanking" of scoop, to the "hearting" of Storybird. Still, these websites endure because they have enough that is unique within themselves and users enjoy some particular aspects, which keeps the website flourishing.
When you "Pin," you capture and share "all the beautiful things you find on the web" (Pinterest's own words). When you Tumble (?), you share "all the beautiful things you create/write/record/produce/film on the web". You create original thought. For example, my Tumblr houses poetry and short stories I've written, anecdotes of personal experiences and ideas I decided to share with friends, pictures from vacations I've went on, videos I've put together for class projects, and even papers I've written for class. Tumblr is a blog site; a more visual, user friendly, highly social blog site at that. It can do many things that Pinterest cannot, and vice versa.
As far as safety goes, you see posts by people you follow. If the class, regulated by an educator, is only allowed to follow each other with the educational blogs they make, then I don't see content as a problem. Students (for the most part) won't post anything that they won't want their teacher reading. It's that simple.
Students can't find anything on Tumblr that they can't easily find in a Google Search (even though some schools block Google content, it is very easy for kids, who are way more tech savvy than administrators, to get around that). That is why it is up to the teacher to build an environment of respect and rapport with students. Let them know what you expect of them and consequences for publishing inappropriate content with Tumblr (as you would with any other digital tool you use in the classroom because students can just as easily pin an inappropriate picture on Pinterest, right?). That is the chance you take with all digital tools, not just Tumblr.
I think that Tumblr can be used in the classroom. In this class, we blog with Blogger, which is generated for an older audience. Tumblr is more visual and easier to navigate because it is generated with a younger audience in mind. If we can use Blogger in our college class and blog twice a week about whatever interests us, I think it could be a great assignment for secondary students also.
There is a lot more that can be done on Tumblr than I can explain in this blog. So, check it out!
First, the idea that Tumblr is a "less organized version of Pinterest" (as it was presented) kind of has to be deconstructed. Every website has things in common; from the "liking" of Facebook, to the "thanking" of scoop, to the "hearting" of Storybird. Still, these websites endure because they have enough that is unique within themselves and users enjoy some particular aspects, which keeps the website flourishing.
When you "Pin," you capture and share "all the beautiful things you find on the web" (Pinterest's own words). When you Tumble (?), you share "all the beautiful things you create/write/record/produce/film on the web". You create original thought. For example, my Tumblr houses poetry and short stories I've written, anecdotes of personal experiences and ideas I decided to share with friends, pictures from vacations I've went on, videos I've put together for class projects, and even papers I've written for class. Tumblr is a blog site; a more visual, user friendly, highly social blog site at that. It can do many things that Pinterest cannot, and vice versa.
As far as safety goes, you see posts by people you follow. If the class, regulated by an educator, is only allowed to follow each other with the educational blogs they make, then I don't see content as a problem. Students (for the most part) won't post anything that they won't want their teacher reading. It's that simple.
Students can't find anything on Tumblr that they can't easily find in a Google Search (even though some schools block Google content, it is very easy for kids, who are way more tech savvy than administrators, to get around that). That is why it is up to the teacher to build an environment of respect and rapport with students. Let them know what you expect of them and consequences for publishing inappropriate content with Tumblr (as you would with any other digital tool you use in the classroom because students can just as easily pin an inappropriate picture on Pinterest, right?). That is the chance you take with all digital tools, not just Tumblr.
I think that Tumblr can be used in the classroom. In this class, we blog with Blogger, which is generated for an older audience. Tumblr is more visual and easier to navigate because it is generated with a younger audience in mind. If we can use Blogger in our college class and blog twice a week about whatever interests us, I think it could be a great assignment for secondary students also.
There is a lot more that can be done on Tumblr than I can explain in this blog. So, check it out!
Tuesday, February 28, 2012
Well, If a Five-Year-Old Can Do It...
I started my Podcasting project recently and, as a technological doofus, I must say that I suck at this. I want to incorporate pictures into the podcast because I don't want it to be boring. Most of the tools designed to do that simply require a Mac (which I don't have) or tons of extra free time to tinker with complex programs and downloads (and I don't have that either).
After several grunts of frustration, I found my savior. Kid Pix. Yes. KID PIX; a site designed for... well, kids.
You can record your voice in the background and add graphics simple graphics and text. Podcasting actually becomes fun. Since the website was built with five-year-olds in mind, there's no extra crap. The site itself is maneuverable and colorful, just the breath of fresh air I needed. If you're strapped for ideas on the Podcast assignment, check it out! Just Google "kid pix." It's worth it.
After several grunts of frustration, I found my savior. Kid Pix. Yes. KID PIX; a site designed for... well, kids.
You can record your voice in the background and add graphics simple graphics and text. Podcasting actually becomes fun. Since the website was built with five-year-olds in mind, there's no extra crap. The site itself is maneuverable and colorful, just the breath of fresh air I needed. If you're strapped for ideas on the Podcast assignment, check it out! Just Google "kid pix." It's worth it.
Monday, February 27, 2012
Transcend the Classroom
Today, I participated in a Straight Talk. A Straight Talk is simply a panel of members of the LGBTQIA community who do exactly that; talk to you straight. No question is taken offensively and all answers provided by the panel are bluntly honest. The audience can be as politically incorrect as they chose because it is a learning experience. Members of the audience are encouraged to ask any question without hesitation. Some of the topics include politics, religion, gay marriage, and discrimination.
While I was up there speaking and listening, it was interesting to me how many "out" students had problems in middle and high school. Many of them talk about confiding in teachers (and an overwhelming majority of them were English teachers) but the students still felt hopeless. It was them against the world.
This will eventually impact a student's performance. She may feel unsafe and unwelcome in her classes. He may stop coming to school altogether. Sometimes events like these that transcend the classroom become something that we, as teachers, have to deal with. Below is the link to GLSEN's website (the Gay, Lesbian, and Straight Education Network). They have tons of information for educators, students, and supporters.
Even if you don't use it yourself, it may be a future resource that you can give to a student in need. Dealing with a situation where a student is "out" can be a sticky situation as parents, other students, and the administration all get involved. You might experience a situation such as this when you are teaching, but you don't have to go through it alone. Check it out!
http://www.glsen.org/cgi-bin/iowa/all/home/index.html
While I was up there speaking and listening, it was interesting to me how many "out" students had problems in middle and high school. Many of them talk about confiding in teachers (and an overwhelming majority of them were English teachers) but the students still felt hopeless. It was them against the world.
This will eventually impact a student's performance. She may feel unsafe and unwelcome in her classes. He may stop coming to school altogether. Sometimes events like these that transcend the classroom become something that we, as teachers, have to deal with. Below is the link to GLSEN's website (the Gay, Lesbian, and Straight Education Network). They have tons of information for educators, students, and supporters.
Even if you don't use it yourself, it may be a future resource that you can give to a student in need. Dealing with a situation where a student is "out" can be a sticky situation as parents, other students, and the administration all get involved. You might experience a situation such as this when you are teaching, but you don't have to go through it alone. Check it out!
http://www.glsen.org/cgi-bin/iowa/all/home/index.html
Saturday, February 25, 2012
From Chiseling on Stone to the Age of Digital Media
I was really intrigued by Chapter 4 of the Hicks text because it discusses what is actually meant by "crafting" writing with multimedia. Yes, the proposed activities we study in class are fun, but we, as teachers, are not just assigning "fun" activities.
We cannot lose sight of the educational content. There are many opportunities for students to learn and grow as writers and students. By exploring the craft of creating different types of multimedia, we can show digital writing in an exciting light.We can help our students become composers in the modern world.
As technology progresses, we have to grow with it. Some professors I have had in the past few semesters just refused to catch up to the times. I could imagine them saying "What is this email you speak of?" because they were so far removed from the digital era in which we grew up.
Let's not be those teachers, chiseling on stone when four-year-olds wield Ipads and six-year-olds Google themselves biweekly.
We cannot lose sight of the educational content. There are many opportunities for students to learn and grow as writers and students. By exploring the craft of creating different types of multimedia, we can show digital writing in an exciting light.We can help our students become composers in the modern world.
As technology progresses, we have to grow with it. Some professors I have had in the past few semesters just refused to catch up to the times. I could imagine them saying "What is this email you speak of?" because they were so far removed from the digital era in which we grew up.
Let's not be those teachers, chiseling on stone when four-year-olds wield Ipads and six-year-olds Google themselves biweekly.
Friday, February 24, 2012
My Six Word Savior
Recently, a student in our class presented a lesson plan on the six word story. This intrigued me because I have a tendency to complain about how concise writers are oftentimes overlooked. It took me a very long time to learn to be all flowery and verbose with my writing. I favored brevity in place of what I call that "show-tune" writing (which is loud and flashy with all the bells and whistles).
When I completed my field, I ran into many students with a very low ability in writing but a very high interest in the subject. This actually motivated them to want to TRY to write. They just lacked what it took to do so. I am always interested in lesson plans that can help students in this particular achievement group.
After the concept was proposed to me in class, I've tried to write a six word story daily. I keep them in a journal. It has been interesting to see how so many emotions can be conveyed in such short statements. I think it would be awesome to do this in class with students in the future. I think it's a very useful tool to see what students are thinking and how creative they can be with such limited text.
Here are some of my personal six word stories! I just thought they were interesting.
"Meanness wins. That's why I'm losing."
"Boozel sucks. I'm hungry. McDonald's, anyone?"
"Slippery Rock construction is the devil."
"I love him. This is bad."
"This world isn't ready for me."
"Whispering sweet nothings to my Tequila."
When I completed my field, I ran into many students with a very low ability in writing but a very high interest in the subject. This actually motivated them to want to TRY to write. They just lacked what it took to do so. I am always interested in lesson plans that can help students in this particular achievement group.
After the concept was proposed to me in class, I've tried to write a six word story daily. I keep them in a journal. It has been interesting to see how so many emotions can be conveyed in such short statements. I think it would be awesome to do this in class with students in the future. I think it's a very useful tool to see what students are thinking and how creative they can be with such limited text.
Here are some of my personal six word stories! I just thought they were interesting.
"Meanness wins. That's why I'm losing."
"Boozel sucks. I'm hungry. McDonald's, anyone?"
"Slippery Rock construction is the devil."
"I love him. This is bad."
"This world isn't ready for me."
"Whispering sweet nothings to my Tequila."
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