Archive for the 'Global' Category

Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation)

Based on my presentation at ISTE 2014 Mobile Megashare

Why teach about other countries?

Location: Large view to small on maps.

Culture or culture.

Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.)

Tell one piece of information from each different Internet visual from a place in that country.

Have students do a Visual Analysis and Interpretation (Literal; Inference; and Value) for visuals from another country.  Use Flickr to find current images.

Analyze the same topic by looking at pictures from various countries in the same continent.

Have students interview a person from another country for a specific topic about her/his country and record on mobile.

Avoid visual and verbal stereotypes and overcome existing ones.

More important to know how to interact with others that when that country’s battle for independence was. Find daily cultural customs at http://www.kwintessential.co.uk/resources/country-profiles.html

What attitude will your students have about the people of the country after the lesson/unit?

My Modern Language Blog:

http://bit.ly/imprml  

My newest book, English Common Core Mobile Activities, 150+  mobile activities organized by ELA CCSS Anchor Statements Grades 6-12 (can adapt up or down). For Android and iPad, mostly free easy to use apps.   Pair and small group work.   7.99 at http://bit.ly/tsmash

English Common Core Mobile Activities

English Common Core Mobile Activities

Using Mobile Learning to Become World Citizens

How  mobile  are our students  in terms of their interactions with others through their mobile devices?

How much of  a student’s  learning involves
___ other students in the class?
___ other  classes within the school?
___ other schools within the district?
___ people in the community?
___ people in other parts of the state?
___ people in other states?
___ people in another country?
___ people from several countries?

If  we want our  students to be world citizens,  then we have to structure their mobile  learning to broaden their scope of interactions.  When they use mobile devices, they  can have access to others inside and outside the classroom.

One easy way to expand a mobile  learning activity is to think of the essential question for that learning.  Essential questions are universal.  Three quick examples:
– Do Grocery Store math in which students do real math based on actual prices in other places.  Each class “buys” certain items and post the name of the  item and its price and then make up problems.  María is planning a party but she only has $30. What  and how much of each can she buy for the party from this list of food and prices from our area.
– Have an international art gallery in which students from various countries exhibit  their art about family. Through QR codes, they either explain their art or show how it was made.  They can peer critic each other.
– Social Studies students from different states or countries  present the geography of their area and its impact on the history of the area. The students compare and contrast the geography and its impact from the places. Students can show the geography and its impact through taking pictures /movies and narrating the impacts that they show.

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation.  My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books:   http://is.gd/tbook

Kiva – A Great Classroom Web 2.0 Tool and a Great Holiday Gift

Kiva is a micro-lending site ($25 and up) that loans money to low income entrepreneur.  The loans general last 6-12 months so that a class can make a loan and then trace its history of repayment.

The site has a 96% repayment. The lender can select the gender, the  continent and the area of the loan (agricultural, business, etc).   Each requester has information about what he/she/they  want the money for.  As people lend a portion of the money, a scale shows how close the requester is  to reaching the  goal.

Math students can  do a multitude of math such as figuring out how many more $25 donations are needed for the person to get the loan. Social Studies students  learn about daily economy from what the requester wants the money; they can see the average annual income such as $2,817 for  Bolivia.  They also can identify all the countries from which loans have been given to a person.  Foreign language students can read the requests in the target language. Art  students can draw posters as a promotion for the requester.

In all classes, students can debate which person/group should get a loan from the class.  The students  can read to compare how many people from the same country are requesting money for the same thing (farming) and from which regions of the country the requesters are.  Have your students learn  more about the area from which the person is like and compare that area to their area.

More importantly, they can lend knowing that these loans change lives.

Give to Kiva as a class and as an individual.

Being Global Communicators -NECC

Globe
Many years ago, I started my teaching career as a Spanish teacher. Communication was my focus as was the culture of the Hispanic world.

Alan November at NECC on Wed advocated that our students communicate and work with people in other locations. In addition, he stressed that our students have to develop global perspectives on issues. I was amazed that although he talked about helping our students to develop other perspectives, he used English only resources. If we are going to be global, then we have to begin to use another language.

My students used email to correspond in Spanish and to develop projects with students in Hispanic countries. They learned the views of Spanish speaking people (from Spain and Latin America) as well as the cultural values of these people. Were I teaching Spanish today, I would have my students interact through multiple technologies with Spanish speaking people.

How do your students become global citizens through technology?

 

© Harry Grover Tuttle, 2007

 

Diversity, Multiculturalism, Racism and Technology

Globe

Multiculturalism, Diversity, and Racism. We cannot go back and fix the past but we can work on creating a society that promotes the positive relationship of people of all races, gender, economic status, geographic location, educational status, language, religion, and physical conditions through technology.

Here’s a few activities:

Videoconference with a class in another country. I did a videoconference about the math of daily life with students in France and my students said “They are not French; they look like us.”

Do collaborative Internet projects. Compare the results of your school lunch recycling with students in other countries.

Do email projects (modern day “pen-pals”) with another class to discuss your views on a topic such as Freedom. What freedoms do you both enjoy.

Show students what a city/village from another country looks like through the use of images from Flickr or Google. “Those buildings are taller than any in our city.” “What are their huts?” Likewise, showing people from another area doing similar things to what we do (eating, playing, studying, riding bikes, etc) creates a positive emotional link.

Have students read newspapers from other countries to get the perspective of those people. Help them become aware that there are two or more sides to any story/event.

The more our students virtually interact with students and people in other parts of the state, country, and world, they more we help create an inclusive world.

PS. Do not forget various parts of your district that may have different values, economic status, occupations, etc. We had media presentations from our very rich section of the district and from the rural farm section of our district. It was a culturally enriching time for all.

What technology-infused activities have you done that promote positive relationships among various groupings of people?

© Harry Grover Tuttle, 2007

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Flickr and Geographically Based Photos for Your Class

Often teachers want to have pictures of a certain location for their classes. The tools built around Flickr provide easy access to geographically based photos. Bring the world into your class and take your students into the world outside te classroom through using Flickr!

Woophy Geotagged flickr
http://www.woophy.com/map/index.php

FlickrMap locates flickr pictures on a world map
http://www.flickrmap.com/

Loc.alize.us – Search for an image in the world
http://loc.alize.us/#/geo:0,0,2,k/

Mappr Type in a tag and see on the US map where the most recent photos on that tag are located
http://www.mappr.com/mappr.phtml?

As a Spanish teacher talks about Madrid, she can show images from there. As a Social Studies teacher engages students in South American geography, he can show pictures of the Andes Mountains (villages and people). As an English teacher has the students write poems about a type of geography such as lake, they can look at Flickr images from various locations as a writing prompt. As a Science teacher explains volcanic action, she can show students various locations that have a volcano.

Have you found your way to using geotagged pictures in your classroom yet? Are there other Flickr tools you use to use geotagged images in your classroom?

 

© Harry Grover Tuttle, 2007

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Videoconferencing and Districts- Sharing Teachers and Globalizing Education

Teach via videoconferencing

Videoconferencing has the power to overcome distances. Many schools are located in rural areas where they cannot provide a quality education at the advanced levels. A very simple solution is for students from those locations to videoconference with an educator who teaches in that advanced level regardless of where the educator is physically located. The technology of videoconferencing is so simple yet there are so many policy and parochial views that prevent its use in education.

With videoconferencing, a teacher can teach to students in any location. Why should we limit a teacher to the physical location of within a school? Why should we assume that one teacher is an expert in all aspects of their subject area? When I was teaching, I would have loved to have had another teacher who knew more than I did about African-American literature teach that part of my course. I would have taught his/her Latin American literature part of the course. Why not have a teacher from Latin American teach the Latin American literature part of the course? Why not use the expertise of each teacher regardless of where that teacher is located?

Maybe we can promote a virtual teacher exchange through videoconferencing! You teach part of my course and I’ll teach part of yours. Our students would benefit so much more than in our present system. We can develop a community of global educators!

© Harry Grover Tuttle, 2007

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Digital Divide – Digital Inclusion – Knowledge Divide

Digital Divide

More from the SITE conference

Paul Resta spoke on the Digital Divide. The Digital Divide is much more than just access to computer and the Internet. He prefers that instead of the Digital Divide, we think of Digital Inclusion. There is exclusion based on social, economic, geographical, language, and gender. He demonstrated through a graph that 70% of the web is in English, 5% in Japanese, 5% in German and 3.9 in Chinese: the English language excludes many people from accessing the information.

He stresses that there is a Knowledge Divide and that even if the Digital Divide is closed, the Knowledge Divide will not be solved. There is a shortage of teachers worldwide. He showed various world maps showing the percent of the continent not having radios, tvs, and computers. He stated that the USA is number 16th in the world in terms of penetration of broadband.

Dr. Resta stated the Digital Inclusion includes access to:
basic literacy
Hardware and the Internet
Culturally and relevant content in local language
Exchanging digital content
Educators who are culturally responsive.

How much do you students work with students in other nations through technology? What do you do in your classroom to help students understand the daily culture of another country through technology?

© Harry Grover Tuttle, 2007

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Videoconference- Not very Distant and Not very Educational

Videoconference global range

A friend emailed me about a “humorous” situation with the videoconferencing machines in his district. He can dial any school within the district since those addressed have been pre-installed in the videoconference machines. He can only dial out to another non-district school when another teacher gives him her IP address. He cannot have other classes dial in. He has been told it will take hours to enable the dial-in feature. Apparently he is only to videoconference within the district, he should forget “distance learning”. Furthermore, he was told that he should only attempt a videoconference when a technician is there.

The question is who has the “control” in this situation? The teacher? The technician? The teacher probably will not want to pursue videoconferencing if it is such a hassle. On the other hand, the district is screaming because these expensive videoconferencing carts are not being used by the teachers.

Does the technology and technicians in your district support your educational learning experiences or do they serve as roadblocks? Can you quickly and easily set up and use your school’s videoconferencing unit or is it kept under lock and key? Can you videoconference with a school any place in the world or are you forced into videoconferencingly only within your own district?

© Harry Grover Tuttle, 2007

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Become Bilingual, Not Monolingual, To Become Global by Using Technology

World of languages

I met an elder woman who spoken “broken” English. I found out that she had lived in one country; married a man from another country, moved there, and learned that language; moved to a third country where they learned its language and raised their children; and then moved to the USA and learned English.

I was on a bus in rural Peru. A young boy who was about five years old spoke to me but I did not understand him. His mother told him to speak to me in Spanish, he changed languages, and then he and I talked. This five year from a rural area could speak two languages and his Spanish was much better than mine!

How can we be global citizens if we only speak one language? English is not the most widely spoken language in the world. Chinese is. If our students are monolingual, then they will not be students of the 21st century.

Today’s technology can help us learn another language. With satellite TV, shows can be found from many language groups. DVDs are in multi-language format. There are many language sites on line. With Skype and other videoconferencing resources, we can talk to people of that language area. If you once learned French, Spanish, German, Italian, or a non-European language, you can refresh your skills. Try out your skills whenever you have a chance. Encourage your children to learn another language so that they can speak with others!

Let’s make it a resolution to become at least bilingual! Let’s really become global!

© Harry Grover Tuttle, 2007

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Taking it Global -A Worldwide Collaboration for Your Students

TakingITGlobal

If you want your students to be global citizens, then you might want to make them familiar with TakingITGlobal. TakingITGlobal.org is an online community that connects youth to find inspiration, access information, get involved, and take action in their local and global communities. It is now the world’s most popular online community for young people interested in making a difference, with hundreds of thousands of unique visitors each month.”

Your students can research topics to see the views of youth around the world (Understand Issues tab). They can use the Explore the World tab to learn information about specific countries.

There is now a teacher’s classroom version where you can create a class section where your class can collaborate with other students from around the world.

Let’s take it global so our students are 21st century students and not locked into the walls of the classroom.

© Harry Grover Tuttle, 2007

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www.takingitglobal.org

Why is there bad Spanish translation on packages? Let’s learn to communicate globally

EnglishSpanishWorld

My son and I read Spanish on packages to see how skillful the translation is. We are always shocked by gross grammar errors, spectular spelling mistakes, and wrong word use. Sometimes the meaning is completely different.

I wonder how there can be so many errors in just one product description. A few sample errors from one product: “Soporta caidas y abolla duras”, “Cpuede trabajar” and “de alta o bajas temperraturas” Google’s Translator and AltaVista Babel Fish are two of the many translation programs on the Net. Itried some phrases using BabelFish and they came out much better than the product description.

How can we claim to be preparing students for a global world when our USA students have such a low degree of fluency in even one language?

How can other nations expect to compete in the global market if these nations cannot translate English into Spanish for bilingual packaging?

Let’s teach Spanish the way that people speak it so our students can use their new language. Let’s use technology such as videoconferencing to have our students have real conversations with Spanish speaking people so that they can be fluent in Spanish! Or we can Skype people in Spanish speaking countries so students interact and speak globally!

Can your students communicate in another language to be more global?

© Harry Grover Tuttle, 2007

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Promoting or Discouraging Global Citizens (Multiculturalism) through Virtual Field Trips & VideoConferencing:

CultureSimilarDifferentPositiveNegative

Two days ago I mentioned being at a virtual field trip. The students began to laugh and mock out a person who was chanting a prayer to Pele. The person was very demonstrative in saying the prayer in the native language.

The virtual field trip planners probably did not think that viewing students would have an adverse reaction to this culture. However, the students viewed this person as different and negative, a combination that does not usually contribute to being accepting of other cultures. The planners could have found similar examples in mainland USA such as a Native American Shaman praying, a Jewish cantor, a Muslim at prayer time, Wicca priestess “praying”, etc.

The virtual field trip planners did not plan ahead and therefore these students had a negative reaction to this cultural event. The students became less of global citizens by participating in the virtual field trip; they become more of “aren’t these other people weird” citizens.

How do you prepare your students to encounter another culture? Do they “leave” the virtual field trip or videoconference with a positive or negative attitude toward that culture?  Even if the cultural item, people, or event is different and negative, how do you help them to see it in another light? How can you show its similarity and how positive it is?

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Students’ learning community -local or globally supported education?

Local or Global Student Collaboration

(From Tuttle’s Learning and Technology Assessments for Administators, 2004, p. 44, used with permission)

How big is your students’ learning community for your class? What is the highest number that represent with whom your students have collaborated (sent and received information)? What was the project?

With whom do your students collaborate? Where are these people located?

Do you offer your students a global education or a local one? Are they educated from peer-to-peer collaborations with people from different locations and cultures? Are they educated from experts from other countries? Do your students learn about a country from people within that country? Do your students compare global warming with people around the world? Do your students write about a common theme and have peer-feedback from students from other locations?

Widen the community and increase your students’ learning!

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RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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