How and Why Animation Could Be Used in the Classroom

As I was recently reading an article on animation in the classroom, it quickly came to my mind that I would use it for TESOL in China for an assortment of reasons. Those range from Social-Emotional Learning (SEL) to character education since students relate to animated characters. Another big point by the author included how using animation helped make behavior corrections less personal and more about deeper growth needed. This reminded me of some watching and research I have done in the past year or so as a father of three boys as part of the preparation of media they would be guided in digesting in the future.

My oldest son and I enjoy watching Daniel Tiger’s Neighborhood together. It’s his favorite show, and I’m not ashamed to say it’s mine too. There was an evening when he was two-years-old that we sat down to watch it. As the show’s intro was happening and the characters came on to the screen, my son revealed something. When Daniel Tiger showed up, he said, “Hey Daddy, that’s me.” Soon after came Mr. Tiger, or Daddy Tiger. “And that’s you, Dad.”

Whoa.

http://www.pbs.org/parents/daniel

My son had just begun to make media-to-self and media-to-world connections. He was Daniel Tiger, and I was Daniel Tiger’s dad. It was an amazing moment where I was so proud of my son and how he was growing. I also knew that I as his father could use the connections my son had with Daniel Tiger for everyday events when necessary. (Side note: It helped that studies have already started to show that watching the show improves children’s social and emotional skills.)

Now my son and I could discuss and connect to our lives how we were feeling (similar to Daniel Tiger and his dad or mom). On top of that, around the same time as that event, my son started to do something else remarkable. Before we would watch an episode together, I’d ask him which one he wanted to view. He started to request particular episodes that 1) focused on how to manage a feeling he had felt recently, or 2) guided him in how to express himself when a certain kind of situation arose.

Mind blown…heart chuckling since I started to do the same things more often too just months after him. I began to more often imagine being Mr. Tiger, take episodes to be quite meaningful, and want to see again how he or Mrs. Tiger dealt with the experience at hand.

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When it comes to Chinese culture, stories are influential. These personalities in movies or shows favored by the students can be quite relatable. (I deeply wish there was a Chinese version of PBS!) What can teachers in China, locals and foreigners, do with animation then? Zhong (2012) stated that within Confucian tradition teachers are to assume two major charges. The first and foremost one was to teach knowledge and supply answers through the deep knowledge they have acquired. The second charge was to “cultivate people” (Jin & Cortazzi, as cited in Zhong, 2012). Teachers were to help students develop morals and to be available for pastoral care or advice on various issues. These are two of many ways to use animation while I lead toward the latter one.

A show could be viewed by a class of students once a week or every two weeks. Then the content could be actively reflected upon and applied by the teacher and students through relevant, direct practice as well as everyday situations. Of course, any music included could be really catchy while music for children has already time and time again proven to have quite the impact on children.

Who knows…maybe a teacher would start to imagine him/herself as a character in the show.

What if the students would create a show of their own and chronicle events throughout the year?

What do you think? How could animation fit into your teaching or education in general?

My Tech and Digital Journey as an Educator

When I think back on my tech/digital journey as a teacher, one word comes to mind.

Worthwhile.

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Though I’ve only been blogging since November 2014 (according to my Blogger history), I’ve read and interacted with educators on other blogs and sites previous to that. I didn’t want to put my words and thoughts on educational matters for the world to see just yet. (Little did I know how important collaboration outside of the walls could be!) Around 2010 or so, I knew there was a divide between what my peers in China and those in America could access. That didn’t play a hand in my waiting until 2014, but I now know that the divide is lessening because of growing ways Chinese locals can access foreign websites. Therefore, I’ve been more cognizant of what I write about because the audience over time has shifted somewhat. It was a global audience, but now it included students, teachers, and educators from places I once considered unlikely to connect with in digital ways.

Certainly, I’m ecstatic to hear and see the use of tools like Facebook, Twitter, Instagram, and Snapchat by my students.¹ It helps me hope for a future where the students will not just consume media but will delve into curating information and creating innovative ways to better our world.

One of those ways educators and students worldwide could be doing that is through blogging.

Blogger, Twitter (since 2012), and other social media have been influential for me professionally. The following is a list of some ways they have impacted me (in no particular order, and certainly not limited to):

1) notice blind spots

2) seek others’ perspectives/advice

3) self-examine

4) keep the global community in mind

5) learn of novel topics, ideas, beliefs, or resources

What about you? Tell us about your tech/digital journey as an educator. How has it impacted you? Are you or another educator you know considering learning more about tech? How could sharing our stories shape us within our communities and allow us to move forward together in our honest examination of how we educate?

¹ - It seems students are more into these than those my age, and I still don’t know why. I’m also looking into the “creepy treehouse” and reflecting on if/how it happens here.

photo credit: WanderingtheWorld (www.ChrisFord.com)

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5 Things to Mull Over Before Integrating Tech in the Classroom

Hearing quite a bit about the SAMR Model recently has really got me thinking. There are several things to consider along with it because the model alone can NOT aid you in deciding what tech are best for your context. But before we dive into those, let’s start with a quick intro of what this model is about.

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The SAMR Model is one of a couple frameworks available to help educators determine the level of integration when utilizing new technology in the classroom. For my own sake, I’ve tended to think as a teacher though I’ve found it helpful to imagine being a school administrator as well. There are levels of integration that may be deemed best by educators, but the reality is that this model is not a one-size-fits-all solution to justifying tech use in the classroom. Let’s examine at least 5 questions that a teacher should ask alongside any model, including SAMR, before integrating tech in the classroom. All of these stem from my research, student interviews, and experiences as an EFL teacher abroad.

1. Where are the students in their personal tech integration?

Imagine teaching students who have historically not been taught at levels where their thinking has been challenged by transformative guidance. Would the students themselves be able to innovate or be okay with copying a worksheet on their iPad? Do the students only take in information without considering how to edit or create new, unheard of things? Do the students know how to connect their use with learning?

2. What is the culture or school culture like in their view of technology?

What is the country’s view on tech in education? How do teachers view technology integration into their teaching and why or why not? What about the school’s perspective? Are there bans on everything and anything? Are any teachers willing to take risks? Do the students hardly use tech at school but then return home and come back to today’s reality? (Side note: I examined this through a Data Story last December on "The Preparation and Integration of Technology in Teaching K-12 in China," which included a focus on Chinese teachers' perspectives of tech and integration.)

3. Is this integration simply for tech’s sake or innovation?

If you haven’t read this blog post by George Couros, do it now please. It’s worth the read. My first two questions indeed lead up to his thoughts, which have fascinating comments and dialogue following.

4. How will you assess your students and not simply your tech integration? What acceptable evidence will you set beforehand during your planning?

This one totally makes sense while I delve into Understanding by Design, Differentiated Instruction, and how the two frameworks can coincide. A tech integration model like SAMR can’t assess a student’s understanding, so acceptable evidence must be decided.

5. Is there research out that already proves non-tech ideas are better than tech-related ones?

Recall any articles about how handwritten notes are better than digital ones? Here’s one, and there’s another. Just Google the debate and research the pros and cons. Now…what other tech-less ways have research behind them? Stay objective, and do keep a balance between pedagogy, technology, and change knowledge.

What other questions would you consider? Let me know, and hopefully we can accumulate a list of at least 19 things to check beforehand. In the words of Luke Neff, “If you put less than 19, then you think surgery is more complicated. More than 19? You think teaching is more complicated. So, shall we say, 19ish items?”

But honestly, don’t be irrational and use tech in your teaching simply because it's cool. It might be better to put on the brakes, slow down, and scrutinize its place. Let the SAMR Model be a possible guide, not your Bible.

Who Are Schools For?

Some things students say can just stick with you.

I clearly recall a moment that occurred the week of midterms for our elementary students this semester. I haven’t given tests as of the past few years, and it’s during spring that we have a cool movie-making project. During this time when students were motivated, interested, and able to use their creativity came events that the students dread. It was on one of the days the week of approaching the midterms that a student said to me, “I’m so tired. I don’t want to do anything.” Normally, a teacher could become frustrated at a comment like this, try one’s best to encourage the child to stay motivated, yada yada yada. What actually happened was I took time to listen to him and some of the recent reasons of which caused this tiredness. Number one was, of course, cramming for the tests. Day and night.

This memory came flooding back when I saw this image tweeted by Adam Welcome (#kidsdeserveit). It reminded me of conversations I’ve had with admin and teachers, Chinese and foreign, about the connections between how some things have always been done and the serious effects those same issues can have on a student’s love of learning/growth. It pains me to hear students say (and even some teachers show) that they don’t want to go to school. 

Students despise homework and teachers complain about grading and then having students fix mistakes? My reply: Why do students need homework? Do students love learning? How can high-stakes testing be removed while true, consistent assessment stays strong?

Students loathe morning exercises where they run to military music. My reply: Can students have free time? Why not play Taylor Swift, Maroon 5, Michael Jackson, or other modern music while running? (Many students have voiced their opinion about various songs or musicians.)

Students detest the need to miss specials, clubs, and free time to “fix mistakes.” Usually, the number of corrections is more than a couple times. My reply: Why are students making so many “mistakes” in the first place? How should students learn? How should they view mistakes in the course of school/life? How can they rebound and move forward on their own?

The list goes on, and so do my thoughts regarding the new school that I’m planning to help open starting this fall. I read a considerable amount of research, and if a school within the Chinese education system wants to just focus on student enrollment and raising scores/grades along with somehow expecting to genuinely push innovation forward, the leaders must revisit traditional habits, teachers must be open to new ways to educate, and both must examine how they relate to students in 2017. Start to have conversations that most likely lead to collaborative research, discussions, and plans for change. (Side note: Finland did this back in the 1990s. 1990s!)

Like I told my future principal, “You want more students to come during the first few years? Get rid of or cut down homework considerably. That will get students talking and sharing on social media.” Hopefully that and other changes could be seen as indicators that we would be making the best decisions for the students, seeing that…