Global Connections Using Technology: ECI 509: New Literacies Institute
Question: How does utilizing web 2.0 technology benefit students and allow them to make global connections?
During this past summer in ECI: 509 The New Literacies Institute, I collaborated with an English teacher from China to create a poetry unit that we could use to teach both of our groups of students. The unit compared two different poems that were from a Chinese poet and an American poet that dealt with similar themes. My collaborating teacher and I used new literacies to help make connections between both poems and discussed how both works reflected one another’s culture. We created several different digital literacies (Prezi, Voicethread, and Wordle) to gain a better understanding of how context changes the way that different cultures interpret poetry. The objective of the unit was to allow students to grow as people by building connections with other students from diverse cultures. Students should also make global connections through other cultures by collaborating and sharing ideas with students from across the world.
Findings from PBI Process: ECI 509: PBI for New Media Project
Final Outcomes and Goals Met:TPACK model: Students will utilize new technologies through Wordle, Prezi, Wikispaces, and Voicthread to make connections between two different romantic poets from different cultures. Teachers will guide students to create different learning tools to share with a class from a different country to point out the similarities and differences of the cultures and the poetry that represents it. Students will learn content about the poets and romanticism and will share their personal insights via Wikispaces to build a cultural understanding.
Revised Bloom's Taxonomy: Students will spend time creating projects to share with the collaborating classes. Students will scaffold to the point where they are identifying natural images and analyzing the significance to the meaning of the poetry. The summative assessment has the students creating a Voicethread and finding their own images and conclusions about how romantic poetry transcends culture and race.
PBI model: Students will address the question of how Li Bai and Walt Whitman share the same romantic qualities in their writing. They will gather and analyze information by completing a poet bibliography through Wordle to get a better understanding of their background and poetry style. Students will also analyze the poetry by focusing on the natural imagery used in the poetry. The create and synthesize process will include creating a Wordle page and Wikispace blog to build conclusions from the research and analysis process. After reading each others blogs from the different classrooms, students will then evaluate and revise their conclusions and work towards publishing and sharing a final product with the Chinese classroom. Groups will then create a Voicethread that makes connections the poets focus on natural imagery to give an overall romantic quality to their works.
During this past summer in ECI: 509 The New Literacies Institute, I collaborated with an English teacher from China to create a poetry unit that we could use to teach both of our groups of students. The unit compared two different poems that were from a Chinese poet and an American poet that dealt with similar themes. My collaborating teacher and I used new literacies to help make connections between both poems and discussed how both works reflected one another’s culture. We created several different digital literacies (Prezi, Voicethread, and Wordle) to gain a better understanding of how context changes the way that different cultures interpret poetry. The objective of the unit was to allow students to grow as people by building connections with other students from diverse cultures. Students should also make global connections through other cultures by collaborating and sharing ideas with students from across the world.
Findings from PBI Process: ECI 509: PBI for New Media Project
Final Outcomes and Goals Met:TPACK model: Students will utilize new technologies through Wordle, Prezi, Wikispaces, and Voicthread to make connections between two different romantic poets from different cultures. Teachers will guide students to create different learning tools to share with a class from a different country to point out the similarities and differences of the cultures and the poetry that represents it. Students will learn content about the poets and romanticism and will share their personal insights via Wikispaces to build a cultural understanding.
Revised Bloom's Taxonomy: Students will spend time creating projects to share with the collaborating classes. Students will scaffold to the point where they are identifying natural images and analyzing the significance to the meaning of the poetry. The summative assessment has the students creating a Voicethread and finding their own images and conclusions about how romantic poetry transcends culture and race.
PBI model: Students will address the question of how Li Bai and Walt Whitman share the same romantic qualities in their writing. They will gather and analyze information by completing a poet bibliography through Wordle to get a better understanding of their background and poetry style. Students will also analyze the poetry by focusing on the natural imagery used in the poetry. The create and synthesize process will include creating a Wordle page and Wikispace blog to build conclusions from the research and analysis process. After reading each others blogs from the different classrooms, students will then evaluate and revise their conclusions and work towards publishing and sharing a final product with the Chinese classroom. Groups will then create a Voicethread that makes connections the poets focus on natural imagery to give an overall romantic quality to their works.