“The Global Educator,” by Julie Lindsay is a book that has guided me throughout this semester in college while I have started to become a connected learner and teacher. This book has shed light on new ideas, concepts and opportunities of global collaboration that I can use when I step in front of my first class in the future. One of the most important recommendations that this book has given me was to start building my PLN now, as an education student. This way, when I start to teach at a school, I will already have a support system behind me. That idea of building my PLN led to me creating a Twitter and this very blog page. Throughout the book, Lindsay has shared case studies which provide great resources for teachers to use. I will share some of those case studies on this blog post.
One of the first case studies that was discussed in the final chapter of the book was “The Global Education Conference.” The mission statement of this conference was that it was, “designed to significantly increase education-related connections around the globe while supporting cultural awareness, recognition of diversity, and educational access for all.” The most important concept that the conference focuses on is connecting educators and classrooms. This conference promotes global collaboration. It is run by Lucy Gray and Steve Hargadon who have made massive strides in global collaboration throughout history.
Another interesting case study that was shared in this book was THINK Global School which takes place-based learning quite literally. The school constantly goes to a new locations to teach the students. The student role in this process is to be the main driving force for their own learning. The teacher has the role of being a “learning concierge,” for the students. This Youtube video shows a testimonial of a student who graduated from TGS in 2017.
In this chapter there are many communities that are discussed. These communities might come as conferences like the one mentioned above or might come in different forms of virtual communities like Our Global Friendships where teachers go to learn from one another. This is a great place where new teachers like me can go to begin or continue growing their PLN.
One case study that I especially liked was the VIF International Education and VIF Learning Center. I liked this program because it diversified education in an interesting way — through bringing international teachers into the United States. This way, students would be taught by people with different backgrounds than their own. I thought this was a great idea and would love to put more research into the program. They can be found on the website provided in the link above or through their twitter @VIFglobaled. Lindsay even gives trestemonials of VIF teachers who are part of the program such as Maria Ponce, a middle school teacher from Mexico who is going beyond the boundaries by teaching in the USA. As she puts it, this program helps the students understand differences.
There are many other case studies that Lindsay discusses in the text. This is only a run down of the ones that I did mention. Through reading Lindsay’s take on the case studies of visiting the websites in the links provided, you can learn much more about these programs, conferences and communities. Any new teacher looking to gain a hold on the world of education should definitely open their eyes to what some of these case studies have to offer.
As one Forbes article post puts it, “The next generation of education,” is going to be virtual reality (VR). The article goes on to explain how VR stimulates real-world environments and this can be educational. The article states, ” A recent study shows that ’93 percent of teachers say their students would be excited to use virtual reality and 83 percent say that virtual reality might help improve learning outcomes.'” Some of the reasons behind this excitement surrounding VR comes from it’s ability to help students “feel” experiences to better help them learn. The article ends in having readers imagine a world where VR is the primary tool in education. The author asks us to imagine a medical student preforming an operation and provides a few other examples.
My blog thus far has primarily focused on global collaboration in education. How can we get more connected with each other throughout the world? It seems like VR would be a major stepping stone in the progress of global connection. As the article above suggests, VR can make an environmental science student in New Jersey feel like he is in the Amazon Rain forest or an art student in Kansas feel like she is at the Louvre in France. The possibilities are endless for where we can “travel,” with VR. In my global collaboration studies, I have found one major theme that VR tackles head on. This theme is breaking through the four walls of the classroom. With VR, these walls are just obsolete boundaries, not confining students in any way.
I did some research on, “Google cardboard,” which is Googles VR product. I found some very useful information from just scrolling through their website. Importantly, it seems affordable. This is extremely important for schools because most education systems work within a budget. The original google cardboard viewer, which is what you place the VR system (your smartphone) in, is only 15 dollars. I also found on the website that there is a VR camera where students can take their on photos/videos in VR and then can relive what they captured at a later time. This would be useful during field trips and other activities where students were permitted to use their phones. There are many other applications that use VR. Some of these include Youtube where students can watch videos from a 360 degree viewpoint and a Paul McCartney app where students can feel like they are at an actual concert.
To me, it seems like VR is beginning to gain a grip on the virtual world. I think that as time goes on, more and more applications will begin to be released, many of these being educational. Just like every advancement in technology, teachers will decide how to implement VR into the classroom. I believe that the use of VR in the classroom will engage students and get them extremely interested in lessons. VR is already starting to make its way into classrooms today. In this video, a middle school student from Iowa who is an aspiring architect explains how the tallest building in his town is only about 50 feet tall. His class takes a VR field trip to the Burj Khalifa in Dubai, which is the tallest building in the world. The joy in the voices of the awed students in the video is amazing. VR allows for great possibilities. Here is a sample lesson plan that uses VR to allow kids to explore the surface of Mars, our neighboring planet.This is something that could have never been done before. This advancement in technology is one that can really change the education system for the better. I am excited to see what VR brings in the future!
After multiple frustrating hours of trying out the storytelling website, animatron, I came up with my final product of the story of my duck Oakley. The website itself can be found by clicking on this link. My intentions for trying this website out were to see how easy it could be to tell a story online through using a website designed for that specific task. However, I found that this particular website was a money trap. After spending hours trying to work with the extremely slow software and feeling fatigued, when I went to finally publish my work I found out that I could only publish up to two minutes of footage and there would be a watermark throughout my video as you will see when you click on the link provided above. Additionally, unless I bought the actual software, the quality of my video would be the worst possible. I believe that this website was a trap to get people to work hard on their projects and then feel that they had to buy the software to get the most out of their work.
In a positive light, it was easy to upload my own pictures and videos on to the site and implement them into my final project. However, editing this uploaded media after the fact proved to be a slight problem as well. There were not many options for where I could place the text of my story. Therefore my story about my duck Oakley, went from looking like a narrative to a children’s book. I found that I could not include much information in each slide because it would fill up the frame rather fast. Perhaps if I was to explore the website a little more I would have found other ways to go about this problem but my intentions for this project were to find an easy way of story telling. I would not consider this easy in any way, shape or form.
Overall, even though the quality and length of my story disappointed me, I was still able to share my story and post it to Youtube rather easily. Therefore, my work was shared which was the ultimate goal of this project. I feel that I was able to portray the story of my duck well through this application even though I was limited to word use. I think that if someone read this story, they would enjoy it because it was short and sweet even though that was not my original intention. I recommend finding another site to build your story on unless you are willing to pay for the service!
In 2013, reporter Paul Salopek began a journey where he would retrace the steps taken by the first humans to migrate the Earth. This project is still in progress today as Salopek makes his way through India in April of 2018. The expedition began in Africa and has been “broadcasted,” on the National Geographic website ever since as the team has shared photos, videos, and stories of individuals who Salopek has come across. Salopek has trekked through these locations and shared stories of these folks with anyone who wishes to see, connecting us all in a way. Every 100 miles Salopek writes a milestone post where he shares a story of an individual that he met in attempt to record a “global snapshot in time.” He also includes a panoramic shot, a short video clip, a landscape and sky picture and a brief description of the location. In this blog I will go into detail about three milestones that I visited on the website. I recommend you check out the full website for yourself to explore Salopek’s revolutionary experiment.
Naturally, the first milestone I decided to dig deep into was milestone 1, which was called Herton Bouri. It is believed that the first humans lived near Ethiopia due to early human fossils being found in this location. Additionally, the bible mentions the Garden of Eden being near this location which is where the story of Adam and Eve took place. On day 1 of his journey, Salopek stood on the dusty ground of Herto Village at an 1809 ft elevation as he prepared to step into the history books. The first person that Salopek came across in his Journey was Idoli Mohamed, a 40 year old pastoralist (sheep/cattle farmer). Salopek asked the man a series of questions such as, “Who are You?” “Where do you come from?” and “Where are you going?” The man said that he believes in Adam and Eve and he believes that if he becomes educated one day he can go anywhere including America. He also dreamed of a better life for his children than the one that he has himself. It is easy to tell that this area is scorching hot through Salopek’s photos. The video highlights show that the citizens are not very wealthy but are enamored with the technology that Salopek has brought with him. This is the first of many mile stones that Salopek will achieve.
The panorama view of milestone 11 shows two camels, two men, and lots of desert. This milestone marked 1,000 miles and was located near Dahaban, Saudi Arabia at an elevation of 15 feet. In the description, Salopek talks about his intense fight with the will to continue the walk as the sun continued to beat down on his back. Again, the landscape and sky pictures suggested that there was an extremely hot sun shining down. Unfortunately, this milestone offered no people to be questioned by Salopek as no one was around to be interviewed. However, the video that Salopek posted about this milestone included a nearby highway where people were speeding by. This proved that the area is industrialized to a certain point. It is interesting to think that this is where the first migrating humans traveled through. Of course, there was no highway back then!
The final milestone that I will discuss is the most recent. The current chapter that is in progress as I type this is Chapter 5: Riverlands. Currently, Salopek is walking through Southeast Asia, viewing the fertile lands and water systems. Much different from the first two milestones that I covered, milestone 54, grand trunk road is not a dry, desert-like area. The Grand Trunk Road is older than buddha and has linked South Asia to Central Asia for 2,000 years. In this location there are people everywhere, unlike the previous two that I discussed. The photo that was shared included plenty of vegetation and traffic signs which also differed from either of the two previous locations before. The man that Salopek interviewed was a robber who was transformed by his religious leader and he claimed to have a different heart now. He is now a rickshaw driver who gives rides to poor people when they need them.
Exploring this page is like being on the journey for yourself. My favorite part was hearing the stories of the men and women that Salopek encountered along the way. To me, it is heartwarming to think that no matter how far they are, each human has a unique story that teaches lessons and that is just as important as the next. This is evident through the last story I discussed which is tells of a robber who turned into a giver. Looking through this website can not only teach history lessons but life lessons as well. This is a great tool to give students as they can navigate the site as they please and learn valuable information.
“When are we going to use this in the real world?” This is the age-old question that has plagued teachers for centuries. Although this is an answerable question for most subjects, it is not always so easy to explain. However, every once in a while there is a gadget that can be used both in a school setting and in the real world, and it is easy to see why. This is the case with Google’s “Google MyMaps” which allows users to customize maps to make their own markers, routes and shapes on top of a “Google Maps” layer.
My first experience with Google MyMaps came recently when my global education class was asked to make our own maps to see how the gadget worked. I was asked to place five markers on the map of locations that had any meaning to me. I chose five spots West of where I live that I want to visit in the future. After placing the markers I realized how well these dots seemed to connect on the map so I made a route out of it. This allowed me to see which cities my potential drive would go through on the map. Ultimately, this made my dream of a Westward road trip seem like a viable possibility. Because of this, I have decided that as I find more places I want to go, I will add them to my map and adjust the route accordingly. It is very likely that when I embark on this trip, I will use this exact map as a guide. This map will serve me as a motivator, organizer and hobby. Here is a link to my work-in-progress map.
Here is a tutorial on how to use Google MyMaps which can be very helpful when trying to complete certain actions. As I mentioned, this is a great tool for making routes. Additionally, it can be used to save memories of places that you have traveled in the past or mark places where you want to go in the future. With Google Mymaps, you can even share your maps with others so that they can view your maps and/or help you edit them. The advantages of using Google MyMaps for personal reasons are obvious, but what about school?
How can this tool be used in education?
One of the best features of this tool is the ability to place markers with descriptions under them. This means that students can place a point at any location and write anything next to that point. In a history class, students can place markers along significant locations of the Civil War that occurred in the the United States from 1861 to 1865. For example, a student can place a marker on Fort Sumter in Charleston, South Carolina and write, “This is where the first shot of the American Civil War was fired.” In a marine science class, a student can place markers along coast lines and explain what unique species live in those specific areas. Near the Bahamas, a student can place a marker and give facts on the Nassau Grouper in the description. There are many other examples of what students can do in other subjects using Google MyMaps. Some other tools include a ruler to measure distances between places and a shape drawing tool. Overall, Google MyMaps seems like a gadget that will bring life into the classroom as students will be excited to use the interesting technology. Students can learn while having fun through using Google MyMaps.