The Mobile Classroom

There is a shift in education at this point in time. We can no longer deny that the way people communicate, gather information, and learn has changed. For most teachers (even young ones), we were the last generation to grow up before the “digital natives,” which is the students we teach today. Students who don’t understand life without a cell phone or the internet. Let alone what a “tape” or pager is. Education has been fighting back. No personal devices in the classroom, no youtube or social networking sites during school hours, etc. 

When I was growing up I remember learning to type in middle school. I remember getting my first cell phone at the age of 16, when now I have second graders who own their own. I was a freshman in college and Facebook didn’t exist yet. So how do we take our own experiences with technology and devices and implement them using best practices for our digital native students?

It needs to begin with the research. Best practices say that students do better when they have access to their own device. If a device is shared they have less of a vested interest in it, rather than when it’s modified to their liking (apps, wallpaper, settings, etc.). In this day and age, even in an International School in West Africa most students, all the way down to kindergarten, have access to a personal mobile device. Our initial response to “using technology” is to take what we used to do and transfer it to a digital format. Instead of writing, type. Instead of looking up things in books, research on the internet. That’s a great start, but it’s not what best practices say truly enhances learning when it comes to tech integration. Finding ways to engage students through digital learning experiences is not teaching them how to use word processing software. There are so many techniques and ideas at the tip of our fingers that we aren’t even aware of. Here’s a few Ideas I have for integrating best practices into the classroom: 

Allow students to use their own device. If they do not have access to one, provide one (if able) from the school and allow them to work on the same device each time. In my classroom we do this using ipads, laptops and a class set of desktops. For example, when we check out these items each student always uses the same one, to give them a feeling of “ownership.” Their most recent search history, the familiarity of the apps that are best suited for their learning needs, etc. Note: Due to the nature of tech, and life in general in West Africa my classroom is particularly flexible and we most always have a plan a, b, c, d, and... well you know the alphabet. 

Take the time to plan your tech integration. Research apps and practice using them yourself. Kids know when you don’t know what you are doing, especially when it comes to technology! Digital scavenger hunts are great, but were at the height of their popularity in 2012. They are a wonderful resource to refer to, but be careful if using one that is already created as the websites may no longer be available, causing confusion and difficulties to your students. If you take the time to create them yourself they have more meaning, and can ensure your learning objectives are met. 

Find games, apps, and projects that are engaging. Always aim to make your students believe they are playing. As soon as they think they are just playing with technology they forget about any defiance they have to “school” Example: Instead of giving out spelling words each week and having students study, then take a test to get a score create a digital world for learning spelling. This can be done through interactive work on a mimio (or any brand of smart board) to begin with. It’s unbelievable how excited students get when they can engage physically in their learning by walking up to a board and touching it to write or rearrange the letters themselves. There are numerous ways to go about this. Create apps, sight words, games, etc. depending on the age and level of your learners. I have found this to be a particularly helpful way to scaffold my spelling. There came a day at the beginning of the second quarter this year where I literally just wanted to throw my spelling curriculum in the trash. It’s boring. It’s a constant battle to get the kids to engage, and I hate it as much as they do. So I marched down to my directors office and told her I’ve had it, I’m changing this, and here’s now. I was not met with objection, and luckily I am given much autonomy in my teaching. So, I reworked the curriculum and now every student keeps track of their list of words via their “own” device. We play games, do group activities, small and whole group with the smart board. Not only have the learning outcomes grown, but we are a while lot happier as a classroom community. 

In conclusion, I think that it is vital that we continue to embrace the changing world we live in. Students are not going to stop bringing their devices to school. We must engage, create, learn and grow alongside them. As technology continues to seep into every part of our life, there comes a point where we have to stop putting up the fight and educate ourselves to embrace the ways technology can enhance learning. If you can’t beat ‘em... 

Planning for English Language Learners

Next quarter I am teaching a social studies unit on Argentina. Students will be guided by a rubric and the standards for social sciences to research and create a poster about Argentina. The students in my class are at the following stages of language acquisition:

Pre- production- Aichatou has a buddy who helps her to translate the necessary information she needs. She takes visual cues from her peers.

Early- Production- Donald is new to English. He comes from a French speaking country, and only speaks in one word phrases and answers.

Speech emergence- Nousra has been emerged in an English classroom for about a year. She is able to ask questions for clarification. She still needs help with grammar, but is able to go through a typical school day mostly being independent.

Intermediate fluency- Ange- Is able to work in grade- level math and science, with an increased level of comprehension in social studies and science.

Advanced fluency- Jonathan- near native fluency in all subject area, only needs support in social studies and writing.

The Plan:

For this unit I have developed a rubric that outlines the necessary components of this project. Students are asked to research and show information about Argentina, including the flag, population, languages spoken, and geographic location. When designing this rubric I kept in mind the needs of all my language learners. Often visual cues, or photos are the best way for them to retain information. This allows them to make the connection in their head using their own language, while learning ways to use English as well. Students must turn in an individual piece of work, but may work with peers to assist and support. This is built in with intention, for those that still rely on cues from their peers, and sometimes translations in their mother language for clarification. This step was placed with Aichatou in mind, however it may be beneficial to other students who are in the Early Production stage as well, like Donald. Spelling, grammar, creativity and neatness are major components of the project. The reason for this is to ensure that students are judged on their efforts, and not their language ability. Words can be learned, looked up, spelled accurately and practiced with enough support and effort. Many of the components of this project, such as researching and creating the flag, will be done in class as a whole group activity. Nousra, Ange and Donald will likely benefit from this criteria. They will be given confidence that they are capable of doing this project, and that they are receiving the necessary support. The visual element, along with the visual and effort based components, allow for all the language learners in my classroom to be set up for success. Scaffolding the final project during the creation of the rubric is a key element to ensuring the project is appropriate for all your ELL’s. 

Barriers for Access to Education for Women and Girls

According to The United Nations International Children’s Emergency Fund, UNICEF, as of 2013 approximately 31 million girls of primary school age and 32 million of lower secondary were out of school. In Sub- Saharan Africa only 2 out of 35 countries have equal literacy rates among males and females. In Niger, where I currently live, the literacy rate for men is 42.9% while for women it is 15.1% and 28.7% overall. Niger is ranked as the 4th least literate country in the world according to care2. The main barriers to education for girls are often due to lack of supplies or ability to pay fees, negative social norms, inadequate sanitation facilities in schools that do not allow for privacy or support of menstruation to allow women to be in school. In some environments girls face violence and exploitation, sometimes even corporal punishment. Often the largest barrier for adolescent girls is their cultural obligation to marry and bear children or they are forced into working labor. Violence against women and genital mutilation are also a barrier for young women to attend school out of fear for their safety and well-being. Well known terrorist organizations such as Boko Haram and ISIS have made headlines about recruiting and kidnapping young girls. According to The Guardian, these are the extremes, and organizations such as Save The Children, UNICEF and OXFAM are working to raise the money to begin re- educating some 500,000 displaced children in refugees camps around Syria. Equitable education for all children is a global problem we face and it does not just exist in Sub- Saharan Africa, or only for girls, however they are the largest demographic facing hurdles to equitable access to education.

Organizations such as UNICEF and UNESCO have common objectives to achieve a safe, healthy environment and collaborate with the community to ensure comprehensive support for girls and young women to not only attend school, but stay in school. According to UNESCO, often the biggest challenge in developing countries is not getting girls into school, it's keeping them there. In order for longer term success the schools need community partnership, and this is one of the key factors for success. The United Nations Educational Scientific and Cultural Organization or UNESCO lists other key factors, many of them include promoting gender equality in national educational laws, policies and plans, monitoring progress and achievement, helping countries to develop their educational systems and train teachers on "gender sensitive approaches," advocating for girls and women’s education, and helping countries to address gender- based violence in education to see they are an obstacle to learning.

According to UNICEF, In Niger a project was launched operating in Maradi, Niger to build a girls friendly school with community involvement and support brining girls into a safe learning environment. With successful support of the community the project has been largely successful for over 5 years. Finding funding to continue sustaining it is the major challenge and long term success is never guaranteed without sustained financial guarantee.

Take a look at the school here in Niger:

Getting a project running like the example here in Maradi is an ideal scenario in West Africa. The girls have safe drinking water, a community that embraces, supports and protects them, and access to school supplies and simple but clean facilities. Think for a moment what this same scenario looks like for girls who live in places where the community does not give them this kind of support and often they cannot go to school due to personal safety. A report that came out in 2014 from USAID cited an article by Heyzer, Noeleen. 2003. “Enlisting African Women to Fight AIDS.” The Washington Post, July 8. Stating that:

 " She argues that, first, that first, women lack the power in relationships to refuse sex or negotiate protected sex in many societies, especially in child marriages, forced marriages, and through the threat of violence. Second, she writes that poverty and economic dependence severely compromise a woman’s capacity to refuse sexual relations that she perceives are dangerous. Third, poverty facing women in Africa is all the more severe because as they assume the burden of care, women have dropped out of the productive sector, and they are “pulling their daughters out of schools, leading to further intergenerational poverty and lost potential.”

Without education and change beyond just the community level these barriers and abuses will continue. In order for NGO's to sustain their projects and create safe environments we have to go back to the policy makers, governments, law enforcement, and protection of women and their rights within a society. This is a much more comprehensive issue then just getting girls into school and buying those pens, papers and book. It's an issue of the societies and the reality of the world we live in. We can write as many initiatives as we like, but as long as these barriers still exist, women will continue to be unable to attend school in a safe environment in many places in the world without support and empowerment from the ground up, allowing the disparity between the sexes in education to continue.

Citations:

Lee, M. (2015, August 9). Retrieved September 25, 2015, from http://www.theguardian.com/sustainable-business/2015/aug/19/syria-refugee-crisis-education-teaching-lost-generation-children

Girls' education and gender equality. (2015, July 23). Retrieved September 22, 2015, from http://www.unicef.org/education/bege_70640.html

Chew, K. (2013, September 8). The Global Development Cause. Retrieved September 22, 2015, from http://www.care2.com/causes/10-countries-with-the-worst-literacy-rates-in-the-world.html

Stefanik, L. (2015, August 25). What Are Social Norms, and How Can Understanding Them Help Us Prevent Gender-Based Violence? Retrieved September 22, 2015, from http://www.ungei.org/index_6056.html


Prévost, N. (2013, October 23). Schools in the Niger try a new approach to bring more girls into classrooms. Retrieved September 22, 2015, from http://www.unicef.org/infobycountry/niger_70664.html

Unsafe Schools: A Literature Review of School-Related Gender-Based Violence in Developing Countries. (2013). USAID. Retrieved September 22, 2015.