(Did you know that it is the Yoshino tree’s single white blossoms that create an effect of white clouds around the Tidal Basin and north onto the grounds of the Washington Monument. Intermingled with the Yoshino are a small number of Akebono cherry trees, which bloom at the same time as the Yoshino and produce single, pale-pink blossoms…)
Ok, back to the conference.
I had the honor of being part of a panel for a three hour workshop for 26 participants from a range of fields. Together with three outstanding historians and educators (see below and bios here) we shared insights and practices regarding the challenges and opportunities of teaching and learning world history.
Bob Bain, University of Michigan
Heather Streets-Salter, Northeastern University
Molly Warsh, University of Pittsburgh
Below, I have outlined my panel segment which summarized 6 moves/pivots our social studies program has been emphasizing and supporting for the last 7 years at Fairfax County Public Schools. For your reference the slide deck I used can be accessed here.
As it is just a slide deck, I am happy to clarify any part of the presentation. Just post a comment or email me directly at firstname.lastname@example.org Enjoy!
Overview: When teaching world history, teachers and teams have multiple chances to make the class engaging, relevant, and student centered. These opportunities uses the content of the class to support student skills and dispositions beyond the classroom. As with the other heading below, these moves will provide the best dynamic experiences for students when the team of teachers are professional collaborators.
Move/Pivot 1: Apply knowledge used in history to understand the present and develop students’ world views.
Move/Pivot 2: Use inquiry to develop disciplinary literacy with students so that they can construct their understanding and meaning of the past.
Move/Pivot 3: Connect students with other students beyond your school.
Overview: The amount of content in world history course, as you can imagine, is extensive (and arguably limitless). These moves require intentional course planning while developing teachers’ craft. Ultimately each decision is on a continuum that meets teachers/teams where they are with rooms to innovate when the time is right.
Move/Pivot 4: When should we take deep dives during the survey course?
Move/Pivot 5: What level of student input and autonomy is used?
Move/Pivot 6: Whose perspectives should we include?
In addition I do urge you to consider exploring the over 100 federally funded National Resource Centers (NRC) housed at universities across the USA. The goal of the NRC are to “support instruction in fields needed to provide full understanding of areas, regions or countries; research and training in international studies …instruction and research on issues in world affairs. and outreach programs to K-12 and post-secondary institutions, and the public at large.” NRC have been valuable partners as resource providers and supporters of teachers’ content understanding.
With the increase of 1:1 there is a demand from teachers and students for high quality digital content.
The number of DHP is large and growing.
Quality of DHP varies.
Time is needed to explore DHP and therefore time should be made available as part of professional learning and not seen as a luxury.
To recap, here is a working definition from wikipedia.
DHP is the use of digital media to further historical analysis, presentation, and research. Digital history is commonly digital public history, concerned primarily with engaging online audiences with historical content, or, digital research methods, that further academic research. Digital history outputs include: digital archives, online presentations, data visualizations, interactive maps, time-lines, audio files, and virtual worlds to make history more accessible to the user.
1. Throughline: The new NPR history podcast launched this February (2019) looks fantastic. Their tagline “The past is never past. Every headline has a history” models what great history education should do… connect the past to the current. You can hear their introductory promo here.
These are stories you can feel and sounds you can see from the moments that shaped our world. This is definitely one to add to your playlist!
3. The Indian Ocean in World History:This online resource enables users to explore primary source historical evidence about interactions among people in the lands around the Indian Ocean throughout history. From earliest pre-historic times to the present, people have traveled around and on the Indian Ocean, traded, explored, and made use of its rich resources. In buried sites, shipwrecks, monuments, museum objects, documents and books, there is a huge and growing record of these interactions and exchanges. This site aims to provide students, teachers, and general audiences with a sampling of these primary source. Below is an example of an interactive map they provide.
4. Korean War Legacy Project:The goal of the Korean War Legacy Project is to assist teachers, students, and the general public in understanding the origins and outcomes of the Korean War. Due to the enormity of World War II and the controversial nature of Vietnam, the Korean War is widely under-appreciated by American educators, politicians, and the general public. In history textbooks, it is often referred to as the “forgotten war” and is described in just a few negligible paragraphs. The documentary for the project is below… it has Korean subtitles!
5. Be Washington : Step inside Washington’s boots in this first-person interactive leadership experience. One type of DHP are simulations. Another is gaming. Be Washington does both either at the Mount Vernon estate in Virginia or online. Select among 4 pivotal scenarios in Washington’s career (2 as general and 2 as president). Thomas Jefferson, Alexander Hamilton, and other advisers will appear on your screen. Choose whose counsel you wish to hear and consider their advice on real challenges in real history. From there, it’s your turn to act–and then to learn how Washington handled the same dilemma.
6. ESRI Story Maps: Combining geography, history. and society is a powerful triad when teaching social studies. ESRI’s collection of story maps makes this synthesis explicit. They have created a series of Story Map collections that combine web maps, multimedia content, and engaging user experiences. The resources augment any digital resource collection. Keep up-to-date on the latest news from the Esri Story Maps team, and discover the best new work by storytellers around the world. @EsriStoryMaps
This is a fantastic weekly Twitter chat dedicated to help social studies teachers by
helping to facilitate democratic collaboration where educators can challenge & support each other to grow in their craft and, consequently, offer richer learning experiences for students. Join the live #sschat discussions Monday Night from 7-8 PM EST. Since its creation in 2010, #sschat has archived most of its chats (beginning in 2011). Here is the long list of archived discussions.
I love this tool. Improvements have been made pretty consistently making searches easy and meaningful. New constitutions are written every year. The people who write these important documents need to read and analyze texts from other places. Constitute offers access to the world’s constitutions so that users can systematically compare them across a broad set of topics — using an inviting, clean interface. The site is also available in Spanish and Arabic!
This partnership is between the British Museum and BBC. A 100 part series by Neil MacGregor, made during his time as Director of the British Museum, exploring world history from two million years ago to the present. Objects featured in the series can be explored and their stories discovered in the Museum galleries or on the website here.
10. World Population History: This an interactive site that lets you explore the peopling of our planet from multiple perspectives – historical, environmental, social and political. It is about the 2,000-year journey of human civilization and the possible paths ahead to the middle of this century. It’s especially useful for the high school classroom with rich content for geography, world history, environmental science and much more.
11. Digital History : Looking for a free digital textbook? This might be it! The materials on this Web site include a U.S. history textbook; over 400 annotated documents from the Gilder Lehrman Collection, supplemented by primary sources on slavery, Mexican American, Asian American, and Native American history, and U.S. political, social, and legal history; succinct essays on the history of film, ethnicity, private life, and technology; multmedia exhibitions; and reference resources that include a database of annotated links, classroom handouts, chronologies, glossaries, an audio archive including speeches and book talks by historians, and a visual archive with hundreds of historical maps and images. For an APUSH/Advanced text look into American Yawp.
This resource has a lot to offer. I linked to the social studies resource page, but I suggest also exploringhere for a birdseye view of the project. BrainPOP was founded in 1999 by Dr. Avraham Kadar as a creative way to explain difficult concepts. Today, their resource is supporting core and supplemental subjects, reaching millions of learners worldwide. I explored the a few of the games created for social studies. I can see students enjoying them but they should be used with intent by educators. Executive Command, and Do I Have a Right are my two favorites.
… And by “WOW!” I mean: Wow, I need to use these with my students. OR …Wow, I need to share these with my colleagues. OR Wow, I am inspired to develop my own digital history project. Of course a synthesis of all 3 is the sweet spot. That was the course of action leading to the development of my US History in a Global Context project.
What is digital history? Indeed, defining your terms is usually a great place to start. I have found these explanations to be useful and bring moments of clarity which ultimately furthers the conversation and utility of these types of projects.
The American Historical Association: “Digital history might be understood broadly as an approach to examining and representing the past that works with the new communication technologies of the computer, the internet network, and software systems.”
Roy Rosenzweig Center for History and New Media at George Mason University “Digital history is an approach to examining and representing the past that takes advantage of new communication technologies such as computers and the Web. It draws on essential features of the digital realm, such as databases, hypertextualization, and networks, to create and share historical knowledge.”
I have had the pleasure of working on multiple digital history projects. So, let’s look a bit further and see what formats digital history projects can take. In short, when we discuss digital history, we can be referencing a number of types and purposes. The common aspects being that they are accessible to the public and organized around a theme(s). This list comes (in part) from the Organization of American Historians.
Archive: a site that provides a body of primary sources. Could also include collections of documents or databases of materials.
Essay, Exhibit, Digital Narrative: something created or written specifically for the Web or with digital methods, that serves as a secondary source for interpreting the past by offering a historical narrative or argument. This category can also include maps, network visualizations, or other ways of representing historical data.
Teaching Resource: a site that provides online assignments, syllabi, other resources specifically geared toward using the Web, or digital apps for teaching, including educational history content for children or adults, pedagogical training tools, and outreach to the education community.
Gateway/Clearinghouse: a site that provides access to other websites or Internet-based resources.
Podcasts: video and audio podcasts that engage audiences on historical topics and themes.
Games: challenging interactive activities that educate through competition or role playing, finding evidence defined by rules and linked to a specific outcome. Games can be online, peer-to- peer, or mobile.
Wonderful! With classrooms having access to computers and moving to 1:1 formats, quality digital resources is in demand. The good news is that they are out there. But these are only good if they get used. To that end, I have curated a collection of digital history projects that are designed for high school and higher education history and social studies classes. These selections offer a variety of implementation pathways allowing immediate use with students (either in full or in part). Additionally, these would be relevant for history/social science methods classes.
Here is one more general resource, a short video, to help frame and advance your understanding before you dive into the digital history resources.
What project did I miss? What do you think of these? Let me know and contact the project designers so they know who is using the resource they created. Enjoy!
1. The 68.77.89 Project: Arts, Culture, and Social Change: Created by The National Czech & Slovak Museum & Library, this resource was just launched in early 2018! Students will be challenged to apply the lessons from the experiences of Czechs and Slovaks to better understand issues of democracy today and their responsibility for preserving democracy for the future. 68.77.89 is designed for students in grades 9-12. It provides a set of 12 learning activities in 4 modules that meet Common Core, Advanced Placement, and International Baccalaureate standards. The activities can be used as a set designed to be used together, or in single modules as free-standing lessons. Images of the 4 modules is below.
2. The Trans-Atlantic Slave Trade Database:This is a remarkable tool which synthesizes data with visualization formats very effectively. The database “has information on almost 36,000 slaving voyages that forcibly embarked over 10 million Africans for transport to the Americas between the sixteenth and nineteenth centuries. In order to present the trans-Atlantic slave trade database to a broader audience, particularly a grade 6-12 audience, a dedicated team of teachers and curriculum developers from around the United States developed lesson plans that explore the database. Utilizing the various resources of the website, these lessons plans allow students to engage the history and legacy of the Atlantic slave trade in diverse and meaningful ways. Here is one example of a search I did.
3. Slavery Images:Don’t let the simple look of this collection dissuade you. It is a remarkable resource! “The 1,280 images in this collection have been selected from a wide range of sources, most of them dating from the period of slavery. This collection is envisioned as a tool and a resource that can be used by teachers, researchers, students, and the general public.” The search feature is easy and inviting. This photo is from their collection. Powerful indeed. Interior courtyard, where captive Africans were assembled, and “Gate of No Return,” the passageway through which they were led to the beach and from there to slaving vessels waiting offshore. (Photographed by Michael Tuite in Ghana; Aug. 1999)
4. Our Shared Past in the Mediterranean:This is an intriguing world history curriculum. Given the unique geography of the transitions currently underway in the Middle East (several geographically contiguous North African states) and the likelihood that interactions between Europe, northern Africa, Turkey, and the Arab world will constitute a vitally important sub-region of globalization going forward, new cross-Mediterranean tendrils of economic and civil society connectivity will be necessary to help anchor these transitions. An outline of the modules can be viewed here.
5.Rethinking the Region: North Africa and the Middle East: Another contribution to the field of world history, this project “analyzed the common categories used to describe and teach the Modern Middle East and North Africa in existing World History textbooks. Based on this research, we offer robust alternatives for Grade 9-12 social studies teachers and multicultural educators that integrate new scholarship and curricula on the region. To this end, we examined the ways in which the region is framed and described historically, and analyzed categories like the ‘rise and spread of Islam,’ the Crusades, and the Ottoman Empire. Narratives surrounding these events and regions tend to depict discrete and isolated civilizations at odds with one another. To remedy this oversimplification, our work illuminates the manners in which peoples and societies interacted with each other in collaborative and fluid ways at different political and historical junctures.
6.Histography: “Histography” is interactive timeline that spans across 14 billion years of history, from the Big Bang to 2015. The site draws historical events from Wikipedia and self-updates daily with new recorded events. The interface allows for users to view between decades to millions of years. The viewer can choose to watch a variety of events which have happened in a particular period or to target a specific event in time. For example you can look at the past century within the categories of war and inventions. Histography was created as a final project in Bezalel Academy of Arts and Design. Guided by Ronel Mor. Below is a screenschot of the platform.
7. American Yawp: “In an increasingly digital world in which pedagogical trends are de-emphasizing rote learning and professors are increasingly turning toward active-learning exercises, scholars are fleeing traditional textbooks… The American Yawp offers a free and online, collaboratively built, open American history textbook designed for college-level history courses. Unchecked by profit motives or business models, and free from for-profit educational organizations, The American Yawp is by scholars, for scholars. All contributors—experienced college-level instructors—volunteer their expertise to help democratize the American past for twenty-first century classrooms.” This is being used in high schools as well. Also, you can offer insights and edits for the editors to consider.
8. Mapping American Social Movements in the 20th Century: “This project produces and displays free interactive maps showing the historical geography of dozens of social movements that have influenced American life and politics since the start of the 20th century, including radical movements, civil rights movements, labor movements, women’s movements, and more. Until now historians and social scientists have mostly studied social movements in isolation and often with little attention to geography. This project allows us to see where social movements were active and where not, helping us better understand patterns of influence and endurance. It exposes new dimensions of American political geography, showing how locales that in one era fostered certain kinds of social movements often changed political colors over time.” The screenshot below shows a sample of an interactive map. Fantastic!
9. Eagle Eye Citizen: Made by the invaluable team at the Roy Rosenzweig Center for History and New Media, Eagle Eye engages middle and high school students in solving and creating interactive challenges about Congress, American history, civics, and government with Library of Congress primary sources. This helps develop students’ civic understanding and historical thinking skills. It is highly interactive and invites students and teachers to use existing challenges and develop their own.
10. Mapping the 4th of July: Mapping the Fourth of July is a crowdsourced digital archive of primary sources that reveal how Americans celebrated July 4 during the Civil War era. These sources reveal how a wide range of Americans — northern and southern, white and black, male and female, Democrat and Republican, immigrant and native born — all used the Fourth to articulate their deepest beliefs about American identity during the great crisis of the Civil War… Whether you teach at the college or high school level, your students will jump at the chance to learn about how a previous generation of Americans celebrated the Fourth. (Yes, there were fireworks!) These are engaging documents that open up big themes: North-South differences; the causes and consequences of the Civil War; African American experiences of emancipation. On our website you’ll find standards-based assignment guidelines that make it easy to integrate it into your courses.
11.Back Story: Incredible podcast focusing on American history topics in a range of contexts. The hosts are fun, informed, and engaging. BackStory is a weekly podcast that uses current events in America to take a deep dive into our past. Hosted by noted U.S. historians, each episode provides listeners with different perspectives on a particular theme or subject – giving you all sides to the story and then some. Also, a resources icon indicates that the episode has educator resources available. Use BackStory in your classroom! Just go to the episode archives and filter by episodes with resources.
This resource feels like the “godfather” of digital history projects. “Since its establishment in August 1991, the Cold War International History Project (CWIHP) has amassed a tremendous collection of archival documents on the Cold War era from the once secret archives of former communist countries. CWIHP has become internationally recognized as the world’s preeminent resource on the Cold War.” The help organize and search the trove of documents, you search using a map, timeline (going back to 1866… great extended context) and contains over 30 featured collections (sample below).
This event is made possible my one of the most amazing networks of teaching and learning – the National Resource Centers. I strongly suggest that you add these groups to your network.
Today is also the culminating event in a journey that began for me in August. In mid-month I left for Budapest the day after my last post and flew back to the USA from Prague about two weeks later. Since that trip and the start of the school year I have had the pleasure of discovering a multitude of resources that can transform your class and students learning.
I am not using the word “transform” loosely by the way. I am convinced that the combined quality , application, and range of items below will cause you to pause and think about both your practice and how you provide your students with experiences in global citizenship education.
The collection of resources come from colleagues, social media, events I have attended, students etc. They touch the five areas you can modify to augment global education: (a) instruction (b) assessment (c) curriculum (d) educational vision and (e) professional learning.
As you explore, here are some guiding questions:
Where are there gaps in your knowledge?
How can you teach complexity, not simple binaries?
What is your understanding of Globalization?
How can you modify your student experiences to prepare them for tomorrow?
I didn’t know when to stop… so I kept going. I also did not categorize these, but rather provide some descriptions. Also, here are some beginning ideas on how to make them move to a globally centered classroom:
Use powerful stats and comparative data to inspire student curiosity…
Metacognition and reflecting on the world shapes students view of existence…
Use the news as a method to discuss key issues. …
Use topics and choice so kids can connect more easily…
Learn about the Millennium Development Goals and Globalization…
Start with big questions and student inquiry …
Concepts transcend content and invites student background knowledge…
Have your students engage with other students around the world…
I hope you enjoy these and would love to hear how you used them. So, leave a comment and make me smile. Happy exploring! But before you start, watch this video from Alan November.
Preparing Young Americans for a Complex World: Last year, the Council on Foreign Relations and National Geographic commissioned a survey to assess the global literacy of American college students. Over 1,200 people participated; less than 30 percent earned a passing grade.
Global Competence and Rubrics: The Asia Society has rubrics and assessments for your class and school to use. This is a remarkable and valuable collection of resources. Enjoy!
Instructional Strategies for Global Thinking: From Harvard’s Project Zero, these approaches foster understanding and appreciation of today’s complex globalized world. The materials and tools include a framework to think about global competence and offer clarity about various capacities associated with global competence. The bundle describes how to plan and document your experiences bringing global thinking routines into your classroom and to share these experiences with others.
100 People: A World Portrait and Global Ed Toolkit: The 100 People Foundation helps students to better understand the complex issues facing our planet and the resources we share. By framing the global population as 100 people, our media makes education more engaging and effective, and improves students’ abilities to remember and relate to what they learn.
Our World in Data:Our World in Data is an online publication that shows how living conditions are changing. The aim is to give a global overview and to show changes over the very long run, so that we can see where we are coming from and where we are today. The project, produced at the University of Oxford, is made available in its entirety as a public good.
The World Population Project: The genesis of this project was World Population, a simple, yet powerful, video animation of “dots on a map” representing population changes through time. First produced by Population Connection (Zero Population Growth at that time) over 40 years ago, the video became a popular teaching resource. This spawned new editions that have been viewed in classrooms, museums and boardrooms worldwide. The new 2015 version is viewable here in six languages and contains the latest population projections.
Global Religious Diversity: The Pew Center’s study from 2014. In order to have data that were comparable across many countries, the study focused on five widely recognized world religions – Buddhism, Christianity, Hinduism, Islam and Judaism – that collectively account for roughly three-quarters of the world’s population.
US Institute of Peace: Glossary of Terms – To help practitioners, scholars, and students answer questions about terminology, USIP developed the Peace Terms: A Glossary of Terms for Conflict Management and Peacebuilding. This extensive glossary provides short definitions of a wide range of complex and often confusing terms used in the field of conflict resolution.
United States Diplomacy Center’s Diplomacy Simulations Program: The United States Diplomacy Center’s education programs immerse students in the world of American diplomacy and the critical work of the United States Department of State. At the heart of the Center’s education programs are our diplomacy simulations. These are hands-on exercises that allow students and teachers to experience what it is like to be a diplomat while grappling with complex foreign affairs topics.
US State Department- Discover Diplomacy: Diplomacy is a complex and often challenging practice of fostering relationships around the world in order to resolve issues and advance interests. Discover the PEOPLEwho conduct diplomacy, the PLACESwhere the Department of State engages in diplomacy, and the ISSUESdiplomacy helps resolve.
The White Tourists Burden: Opinion article about voluntourism and the “white savior” complex. Also, African’s Message for America: Article and video about thinking about working locally before going to “save” Africa.
SAMR Model Resources: The digital revolution in education is full steam ahead, and this challenging process needs solutions on how technology will be used to change education. In 2006, Dr. Ruben Puentedura (P.hd), the President and Founder of Hippasus, a consulting firm based in Western Massachusetts, has come up with the perfect SAMR method to infuse technology into learning and teaching.
The Right Question Institute: Inquiry is essential for the development of global competence. The skill of question asking is far too rarely deliberately taught in school. We have worked with and learned from educators to develop a teaching strategy that provides a simple, yet powerful way to get students asking their own questions and building off their peers’ questions.
Environmental Performance Index The 2016 Environmental Performance Index provides a global view of environmental performance and country by country metrics to inform decision-making. Launched at the World Economic Forum, the EPI is in its 15th year and more relevant than ever to achieving the United Nations’ Sustainable Development Goals. A fantastic comparison tool is here!
Brene Brown Empathy vs. Sympathy Video What is the best way to ease someone’s pain and suffering? In this beautifully animated RSA Short, Dr Brené Brown reminds us that we can only create a genuine empathetic connection if we are brave enough to really get in touch with our own fragilities.
Full RSA Video Library: Want world-changing ideas, world leaders, RSA Animates, self-improvement, talks, debates, interviews, animations and loads more?! Well you’ve come to the right place! Be sure to explore the “Insights”, “Animate”, and “Shorts” playlists.
Go Global NC – We are Go Global NC and we connect North Carolina to the world and the world to North Carolina. For 35 years our international education and training programs have empowered North Carolina leaders with the skills, understanding, connections, and knowledge to succeed in a global community.
CNN10 – Explaining global news to a global audience: This is the mission of CNN 10, a new, 10-minute news show that appears as a daily digital video on CNN.com. CNN 10 replaces CNN Student News, the network’s longest-running show that first aired in 1989.
California International Studies Project – The California International Studies Project promotes global education through high quality, standards-based, and interdisciplinary professional learning programs for educators in California.
All Africa – Website that aggregates news produced primarily on the African continent about all areas of African life, politics, issues and culture. It is available in both English and French.
Reach the World – Reach the World makes the benefits of travel accessible to classrooms, inspiring students to become curious, confident global citizens. Enabled by our digital platform, classrooms and volunteer travelers explore the world together.
UN SDG Infographic: In September 2015, 193 world leaders committed to 17 Global Goals for sustainable development to end extreme poverty, fight inequality and injustice, and protect our planet by 2030. Education is essential to the success of every one of the 17 new goals.
List of most sustainable companies in the world: Since 2005, Toronto-based magazine and research firm Corporate Knights has put together the Global 100, an annual list of the world’s most sustainable companies. Using publicly available data, Corporate Knights rates large firms on 14 key measures, evaluating their management of resources, finances and employees.
Facing Today- From the group Facing History and Ourselves, this blog links the past and present with posts by an international community of mindful and creative educators, students, and community members. Great for current events.
The School of Life: The School of Life is a place that tries to answer the great questions of life. We believe in developing emotional intelligence. We are based online and in 12 physical hubs around the world, including London, Melbourne, Istanbul and Seoul.
Inequality Index – Inequality isn’t all about income. Here’s a guide to different ranking systems – from wealth distribution to the World Happiness Report – and which countries rate best and worst under each.
Anyway, with all the summer fun going on, it is easy to get distracted from devoting time to developing our craft and repertoire. I always told students to use the summer to renew, relax, and discover something new. The same goes for educators.
To support your summer professional learning endeavors I have listed 14 resources to explore. Like a sonnet, which is 14 lines, exploring these items will connect your eyes and heart. Hmmmm. Shakespeare wrote it better in sonnet 47.
Betwixt mine eye and heart a league is took, And each doth good turns now unto the other: When that mine eye is famish’d for a look, Or heart in love with sighs himself doth smother, With my love’s picture then my eye doth feast, And to the painted banquet bids my heart; Another time mine eye is my heart’s guest, And in his thoughts of love doth share a part: So, either by thy picture or my love, Thy self away, art present still with me; For thou not farther than my thoughts canst move, And I am still with them, and they with thee; Or, if they sleep, thy picture in my sight Awakes my heart, to heart’s and eyes’ delight.
So, get a pitcher of sangria, or a milk shake, or whatever you fancy and have a wonderful time exploring.
Until next time – enjoy!
Things to Explore
Participate – Twitter Chat IndexThank you Participate! I have hosted and participated in Twitter Chats. But I never knew there were so many options. This index is incredible (see sample of topics in the image). Please explore and share this with your colleagues. And if you don’t have an account, get one. By the way, there is a “Global” category!
Virtual Field Trips PART 1 -Discovery Education:Take your students beyond the classroom walls and into some of the world’s most iconic locations for rich and immersive learning experiences — no permission slips required. Tour the National Archives, see how an egg farm works, explore NASA’s Goddard Space Flight Center, or hear from the President of the United States. Discovery Education Virtual Field Trips are fun, educational, and free!
ED Camp : I have been to one Edcamp and loved it. The website has the listings of events in the US and beyond. They say it best “Energy, enthusiasm, and collaboration! Everyone at Edcamp is there to ask questions, share passions, and learn from each other. No one is required to be there; they make a decision that they want to learn and grow, and so they come!”
Virtual Field Trips PART 2- Google Earth VR:Explore the world from totally new perspectives. Stroll the streets of Tokyo, soar over Yosemite, or teleport across the globe. Google Earth VR puts the whole world within your reach.
Free Images –Pixabay is a recent find for me. It is awesome. In sum, there is over 1 million images of all types for you to use… free of copyright. Images are worth … well you know.
Podcast – The 10 Minute Teacher: Vicki Davis covers a lot of ground across disciplines in her outstanding podcast series. With over 100 episodes, and much more on her website, you are bound to find something that will improve your craft and want to share with your colleagues.
Open Culture: This is an amazing resource. “Open Culture brings together high-quality cultural & educational media for the worldwide lifelong learning community. Web 2.0 has given us great amounts of intelligent audio and video. It’s all free. It’s all enriching. But it’s also scattered across the web, and not easy to find. Our whole mission is to centralize this content, curate it, and give you access to this high quality content whenever and wherever you want it.”
Things to Read
Digital Promise – I will always remember a professor if mine saying that education is more of a D and R field not an R and D profession. In short, educators don’t wait for research before they implement the next best thing. The result include the continuation of Edu-Myths. Enter Digital Promise and their new feature called “Ask a Researcher.”WOW! “Ask a Researcher makes it easy for educators to get trusted, research-based answers to questions about real education challenges…(and) can provide the first steps for using research to improve student learning.”
Book – No More Telling as Teaching:Cris Tovani has been working with Fairfax schools this past year. Her consulting work has pushed the discussion and action around literacy in a positive direction. I am already into her new book linked above. The crux of this book challenges the power of lecturing as an instructional strategy … “when we rely on lecture in an effort to cover content, we’re doing students a disservice. Although lecture can be engaging and even useful, lecture alone cannot give kids real opportunities to learn, retain, and transfer the disciplinary ideas, skills, and practices we’re trying to teach.” If you work with schools or teach, this is a must read.
Mapping the UN SDG: The International Cartographic Association have mapped each of the goals from their particular perspective. The available poster collection gives an overview of the strength of cartography. It is telling the story of cartographic diversity, of mapping options and of multiple map perspectives. The link above has free posters you can download.
Blog – Choice Schools:I met Ally Henderson and Kelly Cummings at a recent conference in Washington D.C. Their education blog has a focus on the Charter School world but the topics of their blog – teacher leadership, technology, relationships – are relevant to all K-12 schools.
Article -How Education Reduces “Othering”– I have been waiting for this one! The Tony Blair Institute for Global Change shares some remarkable research on the impact of Videoconferencing with students. “Designed to expose them to other cultures, break down stereotypes and build tolerance and cohesion, it puts children from different cultures directly in touch, allowing them to communicate through videoconferencing and online dialogue. The children discover what they have in common, learn to successfully navigate difference, and realize that stereotypes about different cultures are not true.The study found it made young people less susceptible to extremist views, and opened their minds to other cultures and ways of life.”
Blog – Language and Linguistics: This is a new blog on the scene created by a former professor of mine Dr. Jilani Warsi. I look forward to what comes from this resource. The blog’s vision is to link ” L2 acquisition theory to pedagogical practice can discuss intervention techniques that can potentially increase the chances for adult students to acquire native-like proficiency in their target language, and offer guidance for second language teachers to incorporate such techniques into their own teaching.”
Happy New Year! What kind of private Idaho will you construct for yourself in 2017?
How about for your students? How global will your instruction and their experiences be? Will their world views be challenged and expanded? Will your class be recognized as relevant and prepare them for the future?
Also, I just came across this landmark report about Global Education from UNESCO in 1990, Learning: The Treasure Within. Wow. Be sure to digest and internalize this 20th century vision as it still needs to be realized!
Education should be about students constructing knowledge to build their own personal view of the world, yet we rarely let them know that.. Constructing knowledge is about exploring new thoughts and opinions. So next time students ask the simple question, “What do I need to know?” teachers should frame the experience of education as an exercise in constructivism. Doing so empowers students to be active learners and dynamic thinkers, not just consumers of information.
2. Global Education Conference 2016
Let’s start with this quote from Kofi Anan “I am often asked what can people do to become a good global citizen? I reply that it begins in your own community.”
We are multiple weeks removed from another fantastic Global Education Conference – huge amounts of gratitude to Lucy Gray and Steve Hargadon. With the start of the new year it is easy for your interest in global education to take a back seat. One way to keep your interest alive and well and inspired is to review the global education resources and tools of the conference. Moreover, attempt to make at least one change with students, colleagues, and for your own growth. Enjoy!
If you like what you see, tweet it out to #globaled and keep me posted @CraigPerrier
3. EdChange Global Classrooms 2017
The Global Ed Conference is behind us, but on deck is an amazing event – EdChange Glo
bal Classrooms 2017! Running from Feb 28th – March 1st The registration page for #ECGC17 can be found here.
The classroom event will take place in Qiqo Chat and login information will be sent out during the month of February to all those registered. All sessions will be located in one place and each will include collaborative notes and a video chat with up to 200 participants.
Is your class doing amazing things? Share and collaborate with classrooms all over the world at #ECGC17 and sign up to facilitate! We would also love to have more student led sessions.
Context matters. Information matters. Sources matter. Interpretation matters. Comparative approaches to learning expand the US frame beyond the arbitrary boundaries of nation-hood. In other words, framing US events, people, ideas etc. in relation to a non-US equivalent provides students with a relational and relevant experience. Dive in and analyze.
Global Terrorism Index: This is the fourth edition of the Global Terrorism Index which provides a comprehensive summary of the key global trends and patterns in terrorism over the last 16 years, covering the period from the beginning of 2000 to the end of 2015
2016 Index of Economic Freedom For over twenty years the Index has delivered thoughtful analysis in a clear, friendly, and straight-forward format. With new resources for users and a website tailored for research and education, the Index of Economic Freedom is poised to help readers track over two decades of the advancement in economic freedom, prosperity, and opportunity and promote these ideas in their homes, schools, and communities
2015 Corruption Index From villages in rural India to the corridors of power in Brussels, Transparency International gives voice to the victims and witnesses of corruption. We work together with governments, businesses and citizens to stop the abuse of power, bribery and secret deals. As a global movement with one vision, we want a world free of corruption. Through chapters in more than 100 countries and an international secretariat in Berlin, we are leading the fight against corruption to turn this vision into reality.
Reporters Without Borders: 2016 World Press Freedom Index Reporters Without Borders (RSF) is the world’s biggest NGO specializing in the defence of media freedom, which we regard as the basic human right to be informed and to inform others. At the turn of the 21st century, nearly half of the world population still lacks access to free information
Freedom in the 50 States We score all 50 states on over 200 policies encompassing fiscal policy, regulatory policy, and personal freedom. We weight public policies according to the estimated costs that government restrictions on freedom impose on their victims.
World Values Survey is a global network of social scientists studying changing values and their impact on social and political life, led by an international team of scholars, with the WVS association and secretariat headquartered in Stockholm, Sweden. The survey, which started in 1981, seeks to use the most rigorous, high-quality research designs in each country. The WVS consists of nationally representative surveys conducted in almost 100 countries which contain almost 90 percent of the world’s population, using a common questionnaire.
5. Teaching Resources
What blog post would not be complete without a good resource potpourri? I hope you add these to your repertoire and share them with you network. Have fun!
100 Leaders in World History Fantastic collection of resources that provide a way for teachers, students, parents, and community members to engage in thoughtful discussions. By studying the leaders of the past, we learn about people whose strength and determination teach us about leadership and commitment.
MACAT Videos on You Tube provide concise overview of the most important books and papers in 14 humanities and social sciences subjects. A powerful resource for students, teachers and lifelong learners everywhere, our analyses do much more than just summarize seminal texts.
Newsela is really incredible! Newsela is the best way for students to master nonfiction in any subject.By combining real-time assessments with leveled content from premier daily news sources and eminent nonfiction publishers, Newsela makes reading to learn relevant, interesting, and effective regardless of interest or ability about a range of topics from around the world.
LizardPoint Simple, fairly clean, and pretty fun. Create an account and try your skills at the quizzes on Geography and World Leaders. Go get ’em.
US History in a Global Context: a dynamic resource that addresses the scarcity of professional development programs dedicated this approach. Additionally, the resources we have assembled are designed to inspire your creativity and develop your thought leadership as an advocate for this approach to teaching U.S.History.
Across the United States the new school year has commenced. To kick off SY 16-17 I want to share some thoughts & resources that impacted, or reinforced, my views on education this summer. Specifically, this post emphasizes the need for building student understanding of and ability to succeed in a globalized world. How teachers design learning experiences for students (the combination of resources, instruction, assessment, and student outcomes) is indicative of a teacher’s vision and understanding of the purpose of education.
As you explore the post and resources below, keep in mind 3 common aspects of the type of education I am highlighting:
Content/Course work is always framed or connected to contemporary issues or present circumstances.
The teacher is a facilitator of learning and supports student inquiry and development of skills and
Students are expected to take action or produce information for public interaction and/or for the development of their own world view. In short, assessments go beyond just the teacher’s eyes.
Ok, my point of entry for this topic is a very simple yet powerful reflective prompt. In the last few months, this
question has repeatedly popped up in various media and manifested in conversations I had with people from a range of professional backgrounds. Drum roll…
That question is: Are you teaching for tomorrow?
Despite being simple, this question generates complex and stimulating responses. Moreover, it can very well be the cornerstone of your personal educational philosophy, a guiding principle for a team/department, or, starting point to develop an instructional/assessment model. In other words, if an adult walked into a classroom, would they feel like they time traveled to their high school experience of 1970s, 1980s, 1990s etc? This would imply t hat students are being taught for 20th century goals with 20th century methods and beliefs. If so, that is an an eyebrow raiser indeed.
The most compelling way to teach for tomorrow is to utilize practices that address global citizenship – a combination of knowledge, skills, and dispositions whose goal focuses on students’ futures – not to replicate the educational experiences their teacher had. (On a side note it is imperative to prepare teachers to be globally competent in pre-service programs and to continue that training with continuing development opportunities. However, this is for a future post but a teaser is provided below with the collaborative tool, Padlet).
Ok, watch this inspiring Ted Talk about Global Citizenship/Education which includes the practice being done in urban centers and with elementary students.
What a great video… multiple main themes are expressed with applications. Moreover, the sentiment about teaching for tomorrow is framed in practical contexts. Mary Hayden puts it this way:
Even for those school-age students today who will never in adulthood leave their native shores, the future is certain to be so heavily influenced by international developments and their lives within national boundaries so affected by factors emanating from outside those boundaries that they will be hugely disadvantaged by an education that has not raised their awareness of, sensitivity to and facility with issues arising from beyond a national “home” context.
By the way, if this statement doesn’t impact, reinforce, change, or inspire the way you teach or develop your own practice please let me know. We need to talk.
So, What Can Teaching For the Future Look Like?
I mentioned above 4 inroads for teachers to make a global turn for teaching and learning- resources, instruction, assessment, and student outcomes. The suggestions below address each of these inroads (they are not mutually exclusive). Utilizing any of them with your classes explicitly and intentionally teaches for tomorrow. Content knowledge, skills, and students’ world views are developed from a stance that is forward looking and applicable beyond classroom walls. Additionally, globalization (and all its systems, issues, possibilities etc.) – not nationalism, not a test, not industrialization -moves to the center of your students’ classroom experiences.
Here are some tools and suggestions to consider and follow up on. The bold orange headings are the topics/practices that embraces global education and citizenship. Below them are links to online tools and resources related to the headings in orange. These are only a start…
The UN Sustainable Development Goals – These 17 goals really need to be on your radar. The new SDG are perfect for Project Based Learning, Inquiry, Performance Based Assessments, and Taking Informed Action. The SDG are a newer space so you will be creating and adding to the landscape of global education using the SDGs.
Consumerism/Globalization– To what extent do national economies exist in a globalized world? These tools highlight the web of global capitalism. Big time world view developer… reminds me of Hannah Arendt and the banality of (consumer) evil.
So, to finish this post, but not this topic, I want share one more video that addresses the importance of global citizenship and effectively discredits the claim that global citizenship is impossible because of its reliance on nationhood. To those individuals I refer them to the realities of stateless refugees and to the team of refugees who competed in the Rio Olympics.
Enjoy exploring the suggested readings and the Padlet comments below. Lastly, Teach for Tomorrow! Your students and the world will be grateful.
Globalization has changed the purpose of education. In response to the demands of an increasingly complex, nuanced, and connected world, schools in the United States offer a variety of global experiences for students. These approaches seek to develop students’ global competencies. One way these competencies can be met is to globalize the teaching and learning of U.S. History.
Additionally, we hope that the project develops your advocacy for this approach to teaching U.S. History. Ultimately, by using this “global turn” you will better prepare your students to succeed in the future.
For an overview of the resource, watch this screencast:
“A more global framework creates new perspectives, and some fresh challenges, making American history a livelier experience and, of course, linking it to other history courses in a less fragmented way. Ultimately, I would suggest, a global approach to American history lets us deal with three key, and difficult, questions – important ones, but tough ones as well.”
I hope you enjoy and utilize this resource. It will go through monthly updates throughout 2016. If you would like to contribute to the resource, please reach out through the U.S, in Global Context feedback area.
Happy New Year! I hope that 2016 is an enlightening and inspiring year for you.
I remember reading Italo Calvino’s Six Memos for the Next Millennium at cafes and along Ipanema beach in Rio de Janeiro, Brazil. Reading it in 2003 the millennium had already started and Calvino’s swansong was nearly two decades old. But “Six Memos” resonated with me in a way that transcended Calvino’s focus on literacy criticism and theory, “(the work was an )investigation into the literary values that he wished to bequeath to future generations.” In short, I felt the world and education profession had passed through a gateway. What did we bring with us as a guide in the new era?
Calvino prepared a series of lectures in 1985. Five of them were planned in Italy. He intended to complete the sixth while in the United States. However, prior to his departure, Calvino died, his sixth lecture was unfinished. The title of the compilation indicating six memos was retained, although the book contains only five.
The topics/values which Calvino highlights in his lecture series are:
Consistency (never finished)
Below is a rare interview with Calvino recorded just before his death and broadcast on BBC TV just after his death.
So, it is now 2016 and we are well into the new millennium. What is the current status of education in your world? How do you, your students, and your colleagues use technology as a tool for teaching and learning?And lastly, what can Calvino offer us as we frame education and ed technology in this millennium?
Calvino talks about the new novel and the need for change in the literary craft. I contend that the qualities Calvino identifies in Six Memos for the Next Millennium are useful and relevant guides for us in education. A new craft for teaching and learning is needed so that when you see a classroom today, it should not be a replication of the 1980s or 1990s. One of the key factors in education’s evolution is the ubiquity and potential of technology.
Six Uses of Technology
Education Week’s recent Spotlight “Leaders in Technology and Innovation” contained a range of insights and case studies regarding the implementation and current use of ed tech. A point that stood out in the publication echoed a common sentiment among educators expressing the limits of technology in teaching and learning. Taken from an evaluation of a 1:1 initiative in Charlotte, NC, the program noted that “on average, students and teachers used the laptops for one lesson per day, often for ‘superficial’ academic purposes, with Internet browsing the primary form of use.”
This observation is a legitimate concern. Such use is a limitation to education in this millennium. Certainly there must be more to do with technology. especially in a 1:1 setting. But what else can be done?
To begin answering this question, I have returned to Calvino for inspiration. Below you will find a use of ed tech matched with one of the qualities found in Six Memos for the Next Millennium. Combined they represent changes in education that are facilitated by technology. With the start of the new year, there is no better time to try one, or more, with your students.
Video Conference and Chat with Students Beyond the School(Lightness) “I have tried to remove weight, sometimes from people, sometimes from heavenly bodies, sometimes from cities; above all I have tried to remove weight from the structure of stories and from language.”
Why do it? Collaboration, engaging with students on a global scale, and communication skills
Use Social Media for Formative Assessments(Quickness) “Quickness of style and thought means above all agility, mobility, and ease, all qualities that go with writing where it is natural to digress, to jump from one subject to another, to lose the thread a hundred times and find it again after a hundred more twists and turns.”
Why do it? Authentic setting, full class participation, learning beyond class time
Students Create a Portfolio (Exactitude)“To my mind exactitude means three things above all: (1) a well-defined and well-calculated plan for the work in question; (2) an evocation of clear, incisive, memorable visual images;(3) a language as precise as possible both in choice of words and in expression of the subtleties of thought and imagination”
Why do it? Used to collect, organize, reflect upon, and share student work – digital presence
Try this: https://threering.com/ OR https://sites.google.com/site/googlioproject/
Creating Media(Visibility) “…the power of bringing visions into focus with our eyes shut, of bringing forth forms and colours from the lines of black letters on a white page, and in fact of thinking in terms of images.”
Why do it? Student generated information is part of this millennium. Not just written papers…
Require Students to Apply Knowledge to Contemporary Issues(Multiplicity) “…the grand challenge for literature is to be capable of weaving together the various branches of knowledge, the various “codes” into a manifold and multifaceted vision of the world.”
Why do it? Taking informed action and/or using knowledge to impact a student’s worldview makes learning relevant.
Why do it? Students engage with already created resources and contribute/edit the source with what they know.
Try this: Students can fact check, suggest modifications, and provide updates to existing information. http://edtechteacher.org/my-product/fact-check-your-textbook/
Implementing any of these in your classroom will move the experiences of your students into the 21st century. But this list of 6 is by no means the final word. To explore more options, and an even greater vision, let’s finish with the US DOE’s recent 100 plus page “memo.”
Give this document a read. I am confident that it will inspire, inform, provide context and possibilities. Moreover, the number of resources and models will surprise you. Checkout the vision of the plan:
“The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a
vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology.”
For the sake of this blog, it is section 2 of the plan that is most relevant. It is titled, “Teaching With Technology” Goal: Educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.
Start there as a very practical in-road to changing teaching and learning in your school using ed tech. Even better -for inspiration and an overview of the section – start with the short video below .
Let’s finish with this Calvino quote. I love it because it reinforces the need for change and the new. Indeed, the wheel of education does deserve to be reinvented.
“Whenever humanity seems condemned to heaviness, I think I should fly like Perseus into a different space. I don’t mean escaping into dreams or into the irrational. I mean that I have to change my approach, look at the world from a different perspective, with a different logic and with fresh methods of cognition and verification. The images of lightness that I seek should not fade away like dreams dissolved by the realities of present and future…”
The heaviness of teacher centered and teacher directed learning anchors education to the previous millennium. How light will you become in 2016?
When I am asked by people for advice or have the ears of social studies educators I work with (rookie or veteran) I like to share this bit of advice– “Each year, be sure to add at least one new aspect of teaching to your repertoire.” I have come to consider this sentiment to be a core belief, maybe wisdom at this point, of my professional philosophy and personal world view.
This synthesis of professional and personal convictions reminds me of scholar Lee Shulman’s concept of pedagogical content knowledge (PCK). Shulman stressed the interplay of two domains often considered to be exclusive aspects of K-16 teaching: subject matter expertise and instruction. He reminds us,
“If teachers are to be successful they would have to confront both issues (of content and pedagogy) simultaneously, by embodying the aspects of content most germane to its teachability… It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction.” (Shulman, 1986, p. 8-9)
Here is Shulman in 2011 reflecting on teaching and education. The 55 minutes are well worth it. So get a coffee and some ice cream, and enjoy!
Welcome back. In 1987 Shulman co-authored an article I consider part of the pedagogical canon, “150 different ways of knowing: Representations of knowledge in teaching.” In essence, a synthesis of understanding by the teacher is part of each class and, in turn, the educator’s professional expertise. For example, using a high school English class reading Uncle Tom’s Cabin as an example, pedagogical uses of literature and the role of discussion as an instructional strategy in uncovering meanings in the work, combined with subject matter knowledge of the history of slavery and abolition can be represented using a simple Venn diagram labeled with Shulman’s theory.
So, from Shulman, I return to my very simple recommendation: expand your instructional repertoire every year by trying something new that can help students engage with your content. This summer my goal was…well still is… to improve my expertise with a range of educational technology tools so that I can use them with my students and promote them among my colleagues. Each of them can be used with online, traditional and blended approaches to teaching and learning. Moreover, the 6 tools below are applicable to a range of content areas. Mastering them and then using them with intent in your classes will place you in that sweet spot of Shulman’s Venn diagram.
This tool “develops interactive images that help students develop 21st-century skills and enrich their enthusiasm for learning… It’s an engaging, all-inclusive tool for students to demonstrate their learning, though its full potential depends on how teachers use it.”
I am super excited about this one. You, and your students, can take any image (including maps, political cartoons, data charts, etc.) and add information to it – explanatory notes, prompts and questions, video, additional information, links, etc. I created this one below to collect the Atlantic World via music. In the end, with ThingLink, your creativity, content knowledge. and instructional vision is the limit.
9 Songs About Society from the Atlantic World, 1957-1988
2) Google Cultural Institute: Historic Moments (Online Exhibits/Content) From the f0lks at Google, the Historic Moment portal to their umbrella website “Cultural Institute” provides “online exhibitions detailing the stories behind significant moments in human history. Each exhibition tells a story using documents, photos, videos and in some cases personal accounts of events.” Wow! Be sure to explore tutorials on the site or a growing repository by people online. The content is growing and is useful for online, face to face, ad blended approaches to teaching about the past. So far, my two favorites are “The Second World War in 100 Objects” and “Nelson Mandela: One Man’s Memory.” Bookmark this one and share it far and wide.
3) Joomla!(Content Management Platform) “A content management platform is software that keeps track of every piece of content on your Web site, much like your local public library keeps track of books and stores them. Content can be simple text, photos, music, video, documents, or just about anything you can think of. A major advantage of using a CMS is that it requires almost no technical skill or knowledge to manage. A mobile-ready and user-friendly way to build your website. Choose from thousands of features and designs. Joomla! is free and open source.” How do you organize and present you resources to students? Where can students interact with the assignments, resources, and assessments you create and use? Joomla is ideal for creating your own electronic portfolio as well and getting your research out in the public sphere.
4) Social Explorer (Visualizing Data): This tool was introduced to me by my colleague, Patti Winch. See, sharing does work! “Social Explorer provides quick and easy access to current and historical census data and demographic information. The easy-to-use web interface lets users create maps and reports to illustrate, analyze, and understand demography and social change.” Amazingly, it contains data from each census back to 1790! I am excited to tap into this tool with gusto. Take a look at what can be done.
5) Screencast-o-matic (Presentations) –Screencast-o-matic is video and audio screen capture software. In the classroom, Screencast-o-matic is useful for recording audio commentary on student writing, recording a mini-lecture, narrating a presentation, or any other function you can think of! Ok, so this isn’t a new one for me, but they have recently expanded by adding a bunch of new features. So, I need to catch up. I have students create their own explaining their final paper topic Here is a short example of a screencast I made and use in class.
6) Ted Ed: Lessons Worth Sharing:(Online Lessons) “TED-Ed’s commitment to creating lessons worth sharing is an extension of TED’s mission of spreading great ideas. Within TED-Ed’s growing library of lessons, you will find carefully curated educational videos, many of which represent collaborations between talented educators and animators nominated through the TED-Ed platform.”
My goal is to submit a lesson that will be accepted and then made into a Ted Ed lesson. Review your resources, and your colleagues (because you can nominate teachers too) for outstanding lessons. We all have gems that should be shared with as many educators and students.
Now, if these tools have not captured your interest, check out these two lists for more options.
So, where can this bring us. Back to Shulman of course, and then beyond. By recognizing educational technology as a domain of knowledge for educators’ to master, we transfer PCK to TPCK. “Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning (Schmidt, Thompson, Koehler, Shin, & Mishra, 2009). It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies (Archambault & Crippen, 2009).”
Whatever tools you add to your repertoire, I say congratulations! You have modeled life-long learning and are an inspiration to your students and colleagues. Let me know what works for you, suggest additional tools, and stay in touch via twitter: @CraigPerrier