This post also appears on the marginalsyllab.us site.
Conferences are a traffic intersection. They are jam packed, a five lane road that crosses a one way street with a slow light. There are jaywalkers and honkers, texters and screamers. On occasion, someone gets out of the car, slams the door self-righteously, and we all watch in fascination. While conferences may seem as streamlined as meeting in a room and listening to others talk about teaching, they are as complex and chaotic as anything else.
What happens when teens from St. Louis neighborhoods come together with cameras, microphones, and laptops at UMSL Grand Center? OneCity Stories welcomed high school students, partners from St. Louis media businesses, and teachers to establish a new publishing outlet for St. Louis youth. Besides the thirteen youth writers and the dedicated staff, three transformation points contributed to the evolution of empowered teen voices at OneCity Stories.
In my online tech class we previously watched a movie and discussed the issues with bullying. Our professor posted these two links and asked that they would be added to our PLN. The one is a guide to the movie we watched called "Bully", it is a documentary based film. The other link is called the Bully Project where you can make a pledge and read more about bullying in todays schools. The thinks are provided below.
As part of the collaborative, online annotation project, “Writing Our Civic Futures,” a reader created the following note in the digital margin of Henry Jenkins’ post, “How Young Activists Deploy Digital Tools for Social Change”:
Bastrop ISD and Heart of Texas WP have partnered to form the Choice and Voice team for the LRNG grant. Our work is underway as we link Bastrop, TX K-4 teachers with community leaders to find innovative ways to share young students' writing out in the community. Check out our work so far!
The goal of our project was to explore connected learning by connecting in-school and out of school learning in a juvenile detention center through music and video projects designed to be self-reflective stories of how the students define freedom.
Our group of high school students had arrived via van, to the world famous home of monumental outdoor sculpture: Storm King Art Center. They had been told their English class would focus on Art and Social Justice, and this was part of the class. Once a week we would visit the center and write.
How do you teach to, teach for, embody, inspire, or facilitate discussions about civic engagement in your context, subject area, or space?
How do you teach to, teach for, embody, inspire, or facilitate discussions about civic engagement in your context, subject area, space?
This past semester, I invited several folks who participated in the past to come and share with my current class about their work and reflections on Connected Learning and teaching. I also had a chance recently to hear from several of past ED677ers in a panel discussion at Arcadia University in relation to a meeting on Connected Learning in Teacher Education. Below then is a set of compiled thoughts, notes and quotes from this work and those discussions.
A profile on the evolution of educator innovator, Joe Dillon, 11th grade English teacher and instructional coach at Rangeview High School in Aurora, Colorado.
For the CLMOOC Pop-Up Make Cycle for #DigiWriMo, we invited people to help annotate an interview of...
Yesterday was the fourth and final day of the 4TDW digital writing conference, culminating in Kevin Hodgson’s keynote, “A Day in the Life of a Digital Writer”. Kevin blogged about his experience here. As with all the conference sessions, a recording of the session, as well as slides and notes will be available shortly on...
(This is a post for DigiLitSunday, a regular look with other educators at digital literacies. This week's theme is connected to the upcoming National Day on Writing, which takes place on Thursday with the theme of Why I Write.)