Paula Saine, Miami University & Pagia Keys, American International School of Lagos Nigeria.
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Transcript of Paula Saine, Miami University & Pagia Keys, American International School of Lagos Nigeria.
Paula Saine, Miami University &
Pagia Keys, American International School of Lagos Nigeria
Global Literature & Technology
What does research say
Role of Classroom Teacher
Limitation
Conclusion
Research
Hadaway & McKenna, (2007) states that global literature is comprehensive and inclusive, representing literature that honors and celebrates diversity, both within and outside the United States, in terms of culture, race, ethnicity, language, religion, social and economic status, sexual orientation, and physical and intellectual ability. Includes both multicultural and international literature (p. 5).
Research
Sims-Bishop (1990) argues that books are windows offering views of our world that may be real or imagined, familiar or strange and when lighting conditions are just right, a window can also be a mirror reflecting our own lives and experiences as part of the larger human experience (p.ix).
Research
Violet Harris (1997) writes that all students feel welcome in school to the extent that they find themselves and their experiences represented in the books teachers use in the classroom.
Research
Many teachers see the benefits of using technology to help their students deepen their understanding of literature and prepare remarkable written responses (Karchmer, Mallette, Kara-Soteriou, & Leu, 2005).
Research
Leu & Kinzer (2000) argue that the competition of global economics are driving the infusions and change in technologies into the classroom. Due to these changes, literacy in reading, writing and communication is also changing.
For instance, teachers and students are not only becoming users of the Internet but also producers; ----digital audio & enhanced podcast ----
Role of the Classroom Teacher
Decision Maker
Curriculum User
Researcher
Planner
Implementer of Global Projects
Decision Making
• Why should I use global literature books?• What tool will I use to select these books?• What will my students gain?• What will I gain?• Will it fit well within the curriculum?• Will I have time for the technology?• What region[s] of the should I focus on?• AND more…..
Tapping the Curriculum
Reading
Writing
Math
Geography
Technology
Reading
Students will read informational books regarding selected countries.Students will use table of contents, glossary and index as a research tool.Students will gather information through reading informational texts.
Writing
• Students will write an extended response to literature. “What did you learn about Japan?” Students will independently write a topic sentence 3 details and a conclusion. Students will use various forms of writing.
Students will pick a country and write an acrostic poem about the country.Language Grammar: Students will add descriptive words into their final writing.
Math
Students will be able to identify various types of currency. Students will use units of currency to show <,>,=.Example 150 Naira=$1.00 why is the dollar more than the Naira.Students will count to 10 in Japanese.
Geography
Students will locate continent and country on a map.Students will label and name country/continent on a map.Students will locate and label bodies of water on a map.Students will use directional symbols i.e. North, South, East, West.Students will create a map key.
Technology
Using the document camera for Read AloudsUsing the Smartboard to add to the literature readUsing the Smartboard/Google EarthUsing the Smartboard with locating continents/country on a mapUsing Currency Converter Online
Searching Process
Seek checklist for selecting global books
Seek help from colleagues, librarian, professors
Seek websites such as:
-Destiny web page
-global children’s books
-sample podcasts
Seek a variety of Professional Development workshops
Planning Process
Gather materials
-books
-country information
-literacy activities
-technologies
Align with Curriculum
Create lesson timeline
-before, during, after
Implementation: SampleGlobal Projects
Nigerian School
American School
Global Projects:Nigerian Classroom
Grade 1
Individual country projects
Students conducted research
Students wrote reports
Individual country presentations
Students chose, read, and podcast a story trail for a global children’s book from their chosen country.
Students hosted country “talk show”
Each student wrote and podcast an Acrostic POETRY of their country
Country Presentation
Global LiteratureBook Trail
My Father’s Shop [Morocco]
Country “Talk Show”
Country Poetry Project
Global Literature Project: U.S. Classroom
Grade1
Teacher guided
Small group projects embracing global literature [sample-Afghanistan]
Global Literature Class Podcast
Country:
Afghanistan
Book:
Two Sandals, Four Feet
Limitations
NIGERIAN SCHOOL
Global Books
Electricity
Fire walls
AMERICAN SCHOOL
Global Books
PART 2: Podcasting
Revised October 20, 200927
What is Podcast?
According to New Oxford American Dictionary, a podcast is “a digital recording of a radio broadcast or similar program, made available for downloading over the Internet using syndication feeds for playback.
Revised October 20, 200928
Types of Podcasts
Audio Podcast- usually based on vocals with some sound effects and music. The audio format is MP3.
Enhanced Podcast-contains audio, video, images, web links, etc. The enhanced
format is MP4.
Revised October 20, 200929
SAMPLE Podcasts
Key Scholar Network
http://web.me.com/pkeys/web.me.com_pkeys/Podcast/Podcast.html
SAMPLE Podcasts
EMBRACING GLOBAL LITERATURE & TECHNOLOGY: PODCASTING IN K3 CLASSROOM
http://www.units.muohio.edu/edt346e/
31
Creating a Podcast
Preproduction
Recording
Postproduction
Publishing
Preproduction Phase
Secure the necessary software
Determine the audience and purpose
Construct a script
Attention grabber
Include a clever conclusion
Practice script
33
Recording Phase
Connect the TuneTalk Stereo to bottom of iPod
Navigate to “Voice Memos”
Highlight “Start Recording”
Begin recording
To listen to your recording, connect the headphones to the iPod
34
Postproduction Phase
Connect the iPod to your computer using USB cable.
Double click on the icon
Highlight and click on “Recordings”
Select recording
Prepare for uploading
35
Publishing Phase
Check with technology director for publishing your podcast on the web.
Your audio [or enhanced] file will also need a feed such as Really Simple Syndication [RSS].
36
Concluding Thoughts
As students are given multiple opportunities to interact with global literature, they will have a more deepening and broadening understanding of the world cultures.
Students’ responses to literature should not be limited to questions and comments or written activities, but should also include digital responses.
Concluding Thoughts
Involving students in podcast development, such as audio podcasts, PowerPoint, or Digital Stories, could further enhance learning and will provide an authentic audience for the students' creations.
Once the podcasts are created at school, they can be listened or viewed anytime, anywhere.