Pods.

After checking out ESL Pod, it definitely offers resources for teachers who are looking for realistic depictions of daily conversations.  In my opinion the site offers podcasts that model dialogues using common language and phrases.  The podcasts are spoken clearly and slowly with an accompanying script with bolded vocabulary.  They can easily serve as a supplement to classroom resources.  One of the qualities of the podcasts that I found most valuable was their practicality; the themes relate to specific situations and problems that may not be found in textbooks, from obtaining a visa to dealing with a mistake to expressing emotions.  For example, Taking the Driving Test offers a realistic conversation that may occur between an experienced and an inexperienced driver, incorporating relevant vocabulary and the processes that occur [i.e. driving on the freeway].  I actually worked with an ESL student from Nepal who was about to turn sixteen and be eligible for a driving permit, which she frequently asked me about.  This podcast could be an introduction for students to prepare them for getting a driver's license.  It not only requires listening practice, but models English oral fluency for students as well. 

Q: Can't afford a field trip to Ghana? | A: ePals.

Our classrooms should reflect the recent trend of globalization by fostering multiculturalism and diversity.  However, the manner in which we approach this with our students is crucial as it is a very complex topic that is subject to various interpretations and manifestations.  In the U.S., celebrating "Día de los muertes" for Hispanic heritage and spending a month on the significant roles of African Americans does not constitute multicultural education (MCE).  The ideals of multicultural education, which should be rooted in equality, need to be embedded within and woven throughout learning and interactions.  A tool that teachers can use to avoid implementing watered-down or politically-tainted conceptions of MCE is ePals, which connects classrooms across the world.  We all know that field trips are in short supply and if we teach in a poor district, the majority of the students can not afford to travel within their own city, let alone nationally or internationally.  ePals deconstructs the social, economic, and political barriers that prevent students and teachers from learning about and experiencing different cultures in an authentic and meaningful way.


Here are some features worth highlighting:

1. The site offers services and resources for students, teachers, and parents.
2. Teacher sign-up is FREE and you receive 30 student accounts with your membership.
3. Teacher resources:
• a forum
• Cyberbullying resources
• Smithsonian Museum: provides 'explorations' for students.
• Common Sense Media: posts information on internet safety and use.
• International Baccalaureate: offers engaging lesson ideas that encourage creativity.
• International Reading Association: a non-profit that provides podcasts, articles, lesson plans, and booklists.
• Skill Builders Library: contains lesson plans that include computer, digital literacy, and communication/writing objectives.
• Training Resources: professional development. 
4. Student 'Explorations':
• ONEDROP: a social awareness project on our water supply that incorporates social arts and popular education.
• Biodiversity: take virtual field trips!
• Black History: provided by the Smithsonian.
• eFilm: very engaging films about culture. 
• Digital Storytelling: create, share, and read.
5. Most impressively, teachers and students can connect, communicate, and collaborate from overseas! There are several project ideas from other classes for a jump start.

One idea I had while browsing the site was for a lesson on human rights.  I started watching an eFilm about children with disabilities in Varanasi, India and could not stop.  The video highlighted the isolation of children with disabilities living there and a center that had opened to provide both health-related and educational services.  This film could be used to learn about stereotypes, civil rights, discrimination, and equality.  Students could interview teachers for students with disabilities to learn about the rights and services that students are provided in schools, make comparisons, and perhaps spend time working with students with disabilities to experience daily tasks from their point of view.  I would say that empathy and tolerance would be the ultimate goals for this type of lesson.

DIYO :: Digital Story.

                                                                                         Try our slideshow maker at Animoto.


While experimenting with Animoto, a digital story-telling tool, I was pleasantly surprised with how easy it is to use.  The only downfall is that you are limited to a thirty-second video, if you are using the free membership.

I decided to create a video about idioms in English, which is not quite a narrative story, but can still be useful.  I thought a video would be a good way to introduce or reinforce idioms, as the images reinforce the nonsense of their literal meanings.  I tried to chose idioms that are common in everyday speech, music, etc. ['pull some strings', 'take the high road', 'couch potato', and 'apple of my eye'].  While I have a whole list of idioms that I would like to have visualized, I think this video offers a short, yet clear 'picture' of the phrases.  Some images help illustrate the figurative meaning, while others are just absurd.  I want the images to spark interest, add humor, and create meaning for the students.

Here a few ideas I had for using it in the classroom:

1. Give the students the list of idioms and ask them to identify whether or not they have heard it before, what they think it might mean, and to use it in a sentence [if they can].  Then present the video.  After viewing, see if the students can draw new meaning from the idioms and create a sentence and/or quick dialogue using the phrases.

2.  After presenting a lesson on idioms, ask the students to extend this video by assigning images to different phrases.  Students can use a program like Animoto or draw images in sequence, depending on their preference.  This video would serve as a model.

3.  Present a lesson on idioms. Show the video to the students.  Then, ask the students to select one of the idioms from the video and create a comparison between the literal and actual meaning using a combination of images, videos, oral explanations, dialogues, etc. 

book + flickr = bookr

http://www.pimpampum.net/files/imagecache/normal/captura/16_bookr_01.jpg

Continuing along in the same vein as the previous post, digital storytelling, this post shares a web resource, bookr, that teachers and students can use to create, write, illustrate, recreate and share stories.  Bookr is limited in the sense that are no video or audio capabilities, but it is linked with flickr, the photo sharing website.  It uses Creative Commons licensed photos to promote legal and ethical sharing.  It is simple to use and can facilitate language learning from fundamental phonics to figurative language.  I created my own bookr, My Daily Routine, which is geared for beginners.

Here are some purposes for the use of my bookr in the classroom with ELLs [connected to the ISTE | NETS Student Standards]:

VOCABULARY & GRAMMAR: It uses daily vocabulary that students will be exposed to immediately, as well as captures how most children [in the U.S] get ready in the morning.  If you are working with students with disabilities, this could be a life-skills tool.  Students might compare and contrast how they get ready in the morning using a Venn diagram or other graphic organizers.  For extension activities, students can create their own book about their morning routine or continue the teacher's book to write about the rest of the morning [getting on the bus, going to school, etc.].  Depending on ability, it can be scaffolded with a template, created by the teacher.  The students can 'recycle' the template to complete their own bookr.

This book also uses sequence and simple sentence structure.  Sequence transition words could become integrated into a lesson surrounding this book, as well as nouns, verbs, subject and predicate.  I think it is always important to integrate some grammar or language focus in lessons.  

ISTE | NETS: Students are able to use their own creativity to design and sequence a book about their daily routine. Students will become more familiar with technology operations and concepts, like using flickr, Creative Commons, and photo tags.  

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For more advanced learners you can also connect bookr to:

STORY STRUCTURE | GENRE:  Students practice writing in a specific genre and/or following a specific format.

LITERARY DEVICES & TECHNIQUES:  Students use images to visualize the meaning of figurative languages, such as metaphors. 

POETRY & IMAGERY:  Students can illustrate a poem using photos to capture it's meaning and imagery.

What is digital storytelling?

  "the practice of using computer-based tools to tell stories."

-The Educational Uses of Digital Storytelling

"the practice of combining narrative with digital content, including images, sound, and video,

to create a short movie, typically with a strong emotional component."

-7 Things You Should Know About Digital Storytelling

"a short, first person video-narrative created by combining recorded voice, 

still and moving images, and music or other sounds." 

-Center for Digital Storytelling

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by  digistorytellin

While the definitions listed above are slightly different, they each offer a description that references the art of telling stories through technology. 7 Things You Should Know About Digital Storytelling points out "the oral tradition of knowledge transfer and exchange has served as the basis for education since humans began teaching one another,and digital stories build on this model by incorporating rich, dynamic media".  Digital storytelling just offers an alternative means for expression that can incorporate written, spoken, and visual language in the same space.  I think digital storytelling could especially benefit ELLs as they can support, supplement and enhance their stories with audio and visual elements.  Therefore, they have the opportunity to develop both written and oral language skills in a creative way.

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A few quick ideas for incorporating digital storytelling in the classroom with ELLs:

All About Me Book.  A traditional activity for beginning of the year introductions can be transformed into a multidimensional lesson on technology, using simple commands and key technology vocabulary.  Integrate language structures and content vocabulary for a second-level of engagement.  Modify for ability levels, of course.

Book Publishing.  I have had the opportunity to be in a classroom for an end of the year book publishing project. Although I think this is a great activity that allows for differentiation and authentic assessment, one word seems to come to mind when I look back, chaos.  Digital storytelling removes the cutting, pasting, sewing, and not to mention, a million questions.  While some students may prefer the traditional paper method, others may rather work online.  Personally, I think a choice should be presented to students.

Collaborative Stories.  Students can co-author a book.  The story can have a prompt/theme or students can have complete freedom when writing.  Students can plan the story together or each complete a separate section, adding onto the previous work of their group members.  A fun activity that allows for collaboration and student-driven learning. For a list of writing prompts [for more advanced speakers] check out this writing prompts list that I stumbled upon today.

thoughts on twitter.

I am new to Twitter.  In fact, the only reason I signed up for an account is because of the requirement for the graduate class I am taking on technology.  Up until recently I did not see the point, as I do not have a smart phone and can't post witty, strange, interesting, spontaneous thoughts as they pop into my head.  Also, I felt as if I waste enough time reading through status updates on Facebook.  After reading the TeachPaperless post, Twimpact: Twitter's impact on my week, I must admit the introduction which states, "They say it’s just a way for people attracted to the Me Generation ethos to transmit their self-centered Facebook musings to a wider audience" could not have more accurately summed up my sentiments toward Twitter.

Since I have joined the Twitter community and read-up on the topic, I am becoming more open to the possibilities and opportunities that micro-blogging can present.  On a more global scale, the article How Twitter will revolutionise academic research and teaching says, "For higher education, social media is part of a process of democratisation. Its effective use can lead to an ethical shift towards active efforts for engaging new audiences and widening participation beyond the Ivory Tower's walls".  These implications are HUGE.  The democratization of information production, distribution, access, publication, ownership, etc. challenges the perception of knowledge.  I could not help but relate this quote to the theory of Connectivism, which I mentioned in a previous post.  We are all engaging in this construction, re-construction, and deconstruction of knowledge by commenting, posting, tweeting, re-tweeting, etc.

If you continue reading Twimpact: Twitter's impact on my week, you find that benefits of using Twitter from a teacher's perspective are really incredible.  With tight resources and funds, this teacher has found a way to pursue professional development, uncover authentic classroom resources, and bring speakers to her classroom -- all for free and from her Twitter account!  Field trips are becoming obsolete as the funds are not available.  This teacher's solution, if you can't take the students to Peru, why not bring Peru to your classroom?  I had never thought this would be possible.  Not only can Twitter significantly reduce cost, it also reduces time.  By dedicating only a few minutes to Twitter a day you can browse hundreds of Tweets to find ones that will meet your needs/interests as en educator.  Twitter is like one communal education bulletin board, everyone has access to post and read.  So would you use your school's bulletin board with posters for events that have probably already occurred or are sold-out or sign-in to Twitter?

As overwhelming as hopping on my Twitter page can be, with millions of Tweets staring back at me, I would say it's worth it.  With how fast information is released, it only makes sense to join.  After investigating the benefits of Twitter, I am excited to be a member of the community.

Image from: http://eastcountymagazine.org/sites/default/files/education%20funding_5.JPG

S.O.P.A. & P.I.P.A.

While browsing on my new Google Reader [a huge time-saver], I stumbled upon this post SOPA and PIPA Explained in an Infographic.  A few weeks ago, it was pretty hard to ignore the uproar over these two acts.  Despite efforts to read up on the issue, I still felt unclear about the ramifications as most articles offered vague, yet severe claims like censorship and unconstitutionality.

I found this post to provide easy-to-digest information on the topic.  The Infographic is an effective visual that explicitly outlines why these acts are unconstitutional, while the video offers an overview of past attempts at reform and of implications for the future.  If you are still curious about these proposals, I highly recommend taking a gander at this post.  As teachers and participants in online communities, I think it important for us to have a clear understanding of current policy regarding internet use for two reasons.  Firstly, we are role models for our students, so we must demonstrate how to act appropriately online.  Students need to be aware that legal issues, such as plagiarism and stealing [illegal downloading], apply online.  Secondly, we are advocates for technology, which is a role that should not be taken lightly.  Acts like SOPA and PIPA infringe on constitutional rights.  We must protect these rights by remaining informed and active, especially because the situation is predicted to worsen, according to Clay Shirky.

I do not want to spark a heated political rant, I just want to share this post and offer my opinion about why I find it meaningful for the education community.  From my understanding, these pieces of legislation will impose severe restraints and restrict everyone's ability to create, explore, and share online.  The inherent benefits of online learning and teaching are in jeopardy of being stripped away.  When considering the 'sugar-printed birthday cake' analogy offered by Shirky, the implications became increasingly real in my mind.  Will websites that share media files, like student reproductions of music/tv/film, be punished under these acts?  If so, could these laws discourage the use of technology in the classroom?

Image from: http://3.bp.blogspot.com/-V8zIYUdaGKQ/Txu3oBI38mI/AAAAAAAAL0E/kxQD6rz1vLc/s1600/sopa-pipa-delayed-thumb-550xauto-81573.jpg

PAY ATTENTION, before it's too late.

This video offers shocking statistics that showcase how technology has become an essential aspect of daily life, and more importantly, how it impacts the lives of our students.  If you're curious about how 'connected' our children are, watch this clip.

The conclusion offers ways and rationale to incorporate technology in our classrooms, which I find to be the most interesting part.  Teachers typically wage a constant battle against cell phones and iPods in the classroom from day one.  The truth is that the fight is not worth fighting.  This video challenges teachers to find constructive uses for technology that is typically prohibited in schools.  It makes me wonder whether the rules are really beneficial for learning or if they offer students one more reason to 'check-out'.  Although it may seem radical to let students use cell phones and iPods in class, what other choice do we have?  Let's be honest, as graduate students, how many of us keep our cell phone within reach while in class?  Our phones are essentially like another bodily extremity.  I can recall several times during class when a question has been raised that requires further investigation.  Thanks to smart phones, the class was able to access information immediately and drive conversation in a new, otherwise inaccessible, direction.  With these tools, there are no dead ends in the classroom.  Encouraging students to seek answers to their own questions allows them to drive their own learning, which is often a challenging task to accomplish.

While boundaries for the use of technology are still necessary, prohibiting technology may further disengage students who already doubting their education.  While I do not have the solution to the debate on technology in the classroom, as in most facets of a life, I think a balance will lead to the most success.  Choosing an extreme may deny our students the right to a well-rounded, educational experience that prepares them for life.  Teachers must remain current and informed as technology and its implications for the classroom are constantly evolving.  Speaking of staying current, it's probably about time that I lay my Samsung flip-phone to rest and upgrade.