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.