Introduction
Being a Global classroom teacher is not a part-time endeavor. "Being Global" is something that is intertwined in the fabric of your classroom DNA and can be seen in your classroom lessons, classroom decorations, and classroom culture. Global Collaborations and Global Networking are so much fun and create a sense of excitement in your classroom. Look through the different pages and links to find ideas about how to incorporate Global Education in your classroom or to make you a more Global educator by examining the travel pages. Either way, "Being Global" is the most rewarding undertaking I have done in education.
Feel free to contact me at [email protected]
Feel free to contact me at [email protected]
It's pretty cool when teachers try new things. Check out the video of Amina using Summary Ball that I presented about in the MATE Conference
The Essential Question
How do you incorporate technology into your lessons?
My guiding question was: “How do you incorporate technology into your lessons?” In retrospect, what a foolish question to present to educators who have limited connectivity. When asked all teachers responded that they would like to incorporate technology into their classroom but the internet connection just wasn’t stable enough. I spoke with Moroccan student teachers at a university in Casablanca and they were excited to add technology in their lessons but they were not sure if there schools were capable of allowing that pedagogy. This is no different than what teachers in the United States face. Some teachers in the TGC program did not have strong internet connectivity in their schools and I should have taken this into consideration.
I did show the teachers in Morocco teaching techniques that did not include technology and they embraced those ideas quickly. I showed the Spencer Kagan strategies of cooperative learning; the Rick Wormeli strategy of Summary Ball; Matt Miller and Mike Matera strategies used in their book as well. There are so many teaching strategies that can be used outside of technology that teachers in both the United States and Morocco can use.
We did use Kahoot at Mohamed's school and it was really fun but the students had to use their own data to play. Moroccans do not have a plan per say. They buy minutes as they go and replenish when they run out. The students had a great time but asking them to spend their own money on an educational tool in the long run is simply not practical.
So incorporating technology in schools in Morocco is very similar to how teachers in the United States incorporate technology. They do if they can and improvise if they can't. Teachers in Morocco were eager to try new things and we had numerous teachers show us non-technology activities that they tried immediately after the MATE conference. A few tried Kahoot but those were quick to add that their school had a strong internet connection. In the end, teachers in Morocco use technology just like teachers all over the world use it.
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EVERY EFFORT HAS BEEN MADE TO PROVIDE ACCURATE AND COMPLETE INFORMATION. HOWEVER, WE CANNOT GUARANTEE THAT THERE WILL BE NO ERRORS. NEITHER THE U.S. GOVERNMENT NOR THE STATE DEPARTMENT ASSUMES ANY LEGAL LIABILITY FOR THE ACCURACY, COMPLETENESS, OR USEFULNESS OF ANY INFORMATION, PRODUCT, OR PROCESS DISCLOSED HEREIN, OR REPRESENTS THAT USE OF SUCH INFORMATION, PRODUCT, OR PROCESS WOULD NOT INFRINGE ON PRIVATELY OWNED RIGHTS..
THE CURRENT STATE DEPARTMENT WEBSITE COVERS THE CURRENT PRESIDENTIAL ADMINISTRATION. THE DEPARTMENT'S ARCHIVE SITES PROVIDE CONTENT PRIOR TO THAT DATE. THE ARCHIVE SITES ARE NOT UPDATED, AND EXTERNAL LINKS MAY NO LONGER FUNCTION; THEY PROVIDE PUBLICATIONS AND INFORMATION FROM THE STATE DEPARTMENT FOR ARCHIVE AND RESEARCH PURPOSES.
WEBSITES OF U.S. EMBASSIES, CONSULATES, AND OTHER POSTS ABROAD (LISTED AT HTTP://USEMBASSY.STATE.GOV ) ARE MANAGED BY THE BUREAU OF INTERNATIONAL INFORMATION PROGRAMS.