Global Learning: Educators & Students

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So excited to have my mini website up! I will be adding to it as I progress my findings. Check it out, explore and delve into the world of Global Learning: Educators & Students.

COH is just scratching the surface of education & global learning. Continue to follow along with me. 

COH Classroom Of Heritage Website

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Professional Learning and Collaboration Case Studies

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Professional Learning and Collaboration Case Studies

To briefly conclude my readings on Julie Lindsay’s book, The Global Educator; Leveraging Technology for Collaborative Learning & Teaching, I wanted to highlight or showcase some of the case studies that are at the tail end of the book. It is imperative to really read the case studies throughout Lindsay’s book as they give thoughtful and critical insight on global education as an entity. There are a ton of resources, ideas, and knowledge waiting to be read in the case studies; so please do not skip over them! I have gathered a vast amount of information and knowledge from the case studies alone. Before we delve into the case studies, a little P.S.A.

If you have not already done so, and I cannot urge you enough, grab yourself a copy of this book. I carry this book with me throughout my day (in the classroom). My book is filled with different post it notes and inserts highlighting different aspects that I found intriguing and super important. Which pretty much makes up the entire book. So run, and get yourself a copy!

The Global Education Conference

Created by Steve Hargadon and Lucy Gray (USA)

“It is designed to significantly increase opportunities for connecting classrooms while supporting cultural awareness and recognition of diversity and educational access for all.” 

A great resource for teachers, parents, and organizations of all kinds and levels. Essentially, the Conference is a “worldwide community initiative.” 

Globaleducationconference.com

The “Learning 2” Conference

Vision of Jeff Utecht

It “is an innovative, engaging and constantly evolving face-to-face conference with a focus on leveraging technology to support learning globally. It is considered to be one of the leading annual technology conferences in the Asia Region.”  

Learning2.org/

THINK Global School: Learning to Be Global While Living Globally

“THINK Global School (TGS) moves around the world and implements place-based learning to its fullest extent. The school of about 12 teachers and 60 students from Grades 9-12 literally moves each semester, relocating in a new environment and re-developing curriculum objectives and learning outcomes based largely on that location.”

Technology based/focused

ThinkGlobalSchool.org/

The K12 Online Conference

Run by Peggy George and Wesley Fryer

“Is a free, online, annual event and is run totally by volunteer educators…to share ideas and new modes of learning virtually.” 

FREE, FREE, FREE!

k12onlineconference.org/

VIF International Education and VIF Learning Center

Brings “international teachers into schools in the USA and also by creating global education programs … VIF supports global-ready teachers through many programs and provisions of facilities for further connections and learning.”

Global Education Advocate**

VIFLearn.com/

Global Education

Global Education — Image by © Images.com/Corbis

 

Engagement with the world will be a part of everyone’s life. The countries where global outlook is integrated into their education are now excelling, however those that are continuing to be introspective and narrow-minded are going to be left behind. Ultimately the widespread integration of the globe into classrooms through technology will play a key role in ensuring international understanding and world peace. There is no more important aspect than the value of knowing and engaging with the world to a student’s future life.” (Ed Gragert, USA, @egragert)

Our future is going to be affected by other people in the world and not only by the people who live in our community. Part of this global education should be tied to young people working together to create the preferable future.” (Yvonne Marie Andres, USA, @YvonneMarieA)

Global cannot just be for the elite few. If we use technology effectively we can train teachers to infuse global content into any subject at any level through digital resources, and we can recognize teachers through digital badging.” (David Young, CEO VIF International Education)

Saddened that I have come to the end of this book, however, I am looking forward to my next findings. Did you grab yourself a copy yet?!?

SOURCE/CITE: The Global Educator; Leveraging Technology for Collaborative Learning & Teaching by Julie Lindsay 

Virtual Reality in the Classroom

 

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Virtual Reality in the Classroom

Virtual reality means creating immersive, computer-generated environments that are so convincing users will react the same way they would in real life. The idea is to block out the sensory input from the outside and use the visual and auditory cues to make the virtual world seem more real (LiveScience)

So why in the classroom? Watch the video below

Faster learning occurs due to sensory intergration; kinesthetic, visual, and auditory, is fully engaged. Students are able to fully see subject matter and experience it more fully and adequately.

Higher level of knowledge transfer occurs due to student involvement; learn-by-doing. Students are able to manipulate their learning enviroment which engages creativity, critical thinking, problem solving, and communication.

Attention through greater levels of engagement students are able to actively engage/participate in their learning; environemt, hands on with subject matter, assessment etc. 

Source/Credit: EONREALITY

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Virtual Reality can also faciliate the global learning process and collaboration through field trips, exploration, building subject matter (as seen in the above youtube video), journals, storytelling, data visualization, and the list goes on! Say good-bye to old fashion meetings and say hello to virtual meetings. Where everyone can virtually see, design, construct, manipulate and assess the subject matter! HELLO COLLABORATION in the 21st Century!

Short, Sweet, to the Point! Virtual Reality in the classroom kind of sells itself 🙂

One last thing, some lesson plans to skim through, gather ideas, and bam! you are on your way! Enjoy! My students will be 

Forensic Science

Social Studies

Intro to Virtual Reality

One more thing! Smithsonian has an amazing article on How Can Schools Use Virtual Reality? Worth while to read and bookmark; lots of great ideas (its Smithsonian, they always have great ideas!), lots of links, and very informative!

Digital Storytelling: Adobe Spark

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Adobe Spark

Digital storytelling at its most basic core is the practice of using computer-based tools to tell stories…However, as the name implies, digital stories usually contain some mixture of computer based images, text, recorded audio narration, video clips, and/or music.  (Digital Storytelling)

Such a fun and creative way to spice up any lesson!

Teacher uses:

Lesson Hook            Facilitate Classroom Discusion            Lesson Conclusion            Technology Intergration            Chunking Lesson            Facilitate Lesson Communication             Lesson Aide            Assessments             Research                  Work Samples

Student uses:

Research            Writing Skills            21st Century Skills             Building Literacy            Comprehension             Organization          Presentation Skills            Assessing            Interpersonal          Interview Skills

I created a simple, personal digital story using Adobe Spark as an example for personal introductions or hobby based sharing. Adobe Spark is super easy to use and so convenient. There are 3 utilization tools or apps inside Adobe Spark; Spark Post, Spark Page and Spark Video. Each giving creative lead way to your finger tips.

Spark Post – Create stunning social graphics – in seconds                                               Spark Page – Turn words into beautiful web stories – in minutes                                Spark Video – Creare compelling animated video – in minutes                                   Adobe Spark

I created this digital story within minutes while using my son’s iPad (kids, twins and hubby were sound asleep after a fun filled day at the water park. Mommy gets to enjoy the peace and quite and catch up on some work!). To get started, download the app from the App Store and you are on your way. Just click, type and presto! Ok, it’s not that quick but almost! Seriously guys, this app/digital tool is super easy, the layouts and themes are really streamlined (tons to chose from), adding photos is just a click away, and adding text is as easy as well I am not sure but it’s super easy (did I say it’s super easy enough? Because it is).  AND when you add a photo from the web, it automatically gives credit to the photo source! Life saver!

My family and I are currently vacationing at Disney world for Easter, so I thought I would share some of our memories. Enjoy a sneak peak into our Disney crazed lives. Stay tuned for more additions to the story when our trip concludes next weekend.

Disney – Home is Where the Mouse is

sources: digital storytelling    Adobe Spark

NATIONAL GEOGRAPHIC: Out of Eden Walk

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Source: National Geographic: Out of Eden Walk

     In 2013 a reporter set out to retrace our ancestors’ global migration on foot to slow down and observe carefully, find humanity and to rediscover our world. Through an interactive journal, Paul Salopek’s set out on this 21,000-mile odyssey moving to the beat of his own footsteps in the pathways of the first humans’ migration journey out of Africa. Through his epic journey, he has covered climate change, technical innovations, mass migrations, cultural survival and beyond through his photographs, videos, and audio recordings. While on this lustrous journey, Salopek’s is mingling with the natives, villagers, farmers, traders, soldiers, kids, artists and nomad to facilitate his record of human life at the start of the new millennium. Salopek’s journey is expected to last until 2020, where he will finish his journey at the tip of South America.  

“Every hundred miles Paul Salopek pauses to record the landscape and a person he meets, assembling a global snapshot of humankind.”                                                                                                             – National Geographic: Out of Eden Walk

Sample entries of some of the walks I explored and took particular note upon.

Milestone 12: The Hejaz (Chapter 2: Holy Lands)

Published June 15, 2013 / Near Rabigh, Saudi Arabia

Day 157         Mile 1100        Elevation 2ft

“Somehow we had missed this 100-mile mark — had walked right past it. We had other things on our minds. Banounah was in pain. We were walking him to the hospital in Yanbu. Then we backtracked by car and it seemed an alien world. Not the walked one. The land was out of context. Lonelier. More salt sun overhead. It was like a word you could almost, but not quite, remember.” Salopek, Milestone 12: The Hejaz.

It seemed an alien world,” this statement just struck me. I believe for the first time, documented, Paul was fully engulfed into the journey; slowed down and observed carefully, that he seemingly seemed distance from the modern world. Is this to happen when we slow down and observe carefully? That the seemingly modern world, the hurry up and go lifestyle in which we all have become accustomed too will seem like an alien world? To go even further, if we, as educators, can afford this opportunity, to slow down and observe carefully, to our students, will they have the same reaction and what will they do with that reaction? 

MIND BLOWN!

Milestone 21: Cyprus (Chapter 3: Autumn Wars)

Published July 11, 2014 / Near Pyla, Cyprus       

Day 548         Mile 2000          Elevation 167ft  

“The iron ship docks with a clang. There are beaches slathered with baking Russians, baking Brits. Then a port city. Then a checkerboard of olive groves, of yellow hay fields. empty chalk roads that burn out the eyeballs. Boarded up villas. (The global banking crisis hit hard.) Marooned villages. Old Byzantine churches. The racket of cicadas only ratchets up the heat. Carob trees throw lead-colored shadows. Up in the dry hill above Pyla, an Indian tractor driver points the way north to the Turkish enclave. Sitar music twangs from his earbuds. another new arrival. he turns soil that has been plowed for 9,000 years yet still gives. It has always been this way in Cyprus.” Salopek, Milestone 21: Cyprus.

Such great usage of decriptive writing and figurative langugae. The words seemingly leap off the website and grab you. I could almost feel the sun beating down on my face and the warmth of the wind. Expanding upon this, VIRTUAL FIELD TRIP was the very first thought that came to mind once I read this passage. Through all records, you can find, photos, videos and audio recordings of the landscape and people around Paul at that moment. What a great way to incorprate different educational aspects into one epic lesson; SCORE! More on incorporating Out of Eden Walk into your lessons at the end.

Milestone 33: Night Crossing (Chapter 4 In Progress: The Silk Roads)

Published December 23, 2015 / Aboard the MV Fikret Emirov on the Caspian Sea

Day 1079          Mile 3200           Elevation 0ft

“We left Baku in the time of the khazri – the cold north wind that blows bluely across the Caspian Sea in the winter. The cargo ship was the MV Fikret Emirov, named after an Azeri composer of the Soviet period. The night Caspian stretched the color of charcoal. The sea was five million and a half years old and it expanded anc onctracted through the ages with the changes in climate: a vast systile and diastole of diliute saltwater beating at the very edge of Asia, at the last rim of Europe. If not a hear – then an eye. A teary, black pupil gazing up at the Milky Way. The wind blew and the same three seagulls drafted on the superstructure all the way across, from the Caucasus to Central Asia. The birds reached a new subcontinent without hardly flicking a wing.” Salopek, Milestone 33, Night Crossing.

“The sea was five million and a half years old,” one can almost capture the emotion in these words. Slow down and observe carefully the depth of that statement, “The sea was five million and a half years old.” The in-depth story telling and interviewing that Paul is exploring and accomplishing is seemingly spilling out at every milestone; so full of history and truly opens your eyes to aspect that are already in front of us yet, we have been reluctant to explore, especially in the classroom.

DEPTH, BUILD RAPPORT, WRITE FROM INSIDE YOU RATHER THAN PUSH INFORMATION OUT. BE MORE AWARE!

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Educational Aspects

Lesson Plans:

Out of Eden: 1-5 Lesson Plans   

Out of Eden: 6-8 Lesson Plans

Out of Eden: 9-12 Lesson Plans

Out of Eden: Project Zero

Pulitzer Center: Identity Lesson Plan Elementary

Resources:

Educator Notes

What Makes a Good Story?

Out of Eden Walk: Comparing and Contrasting Social Structures

Global Collaboration:

Google+

Twitter 

Virtual Field Trips

The Global Educator; Leveraging Technology for Collaborative Learning & Teaching. Chapters 6 & 7

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Follow the link, follow the link, follow, follow, follow, follow, follow the link!                          (In your best munchkins voice!) Can you tell I have been with my 4 children ALL weekend while my husband was away with the military? Yes? Ok, moving on.

     I have been engulfed in the book, The Global Educator; Leveraging Technology for Collaborative Learning & Teaching by Julie Lindsay for the last couple of months now. I recently posted about my learning experiences from the book but I have been learning so much, another post was needed!

     Follow along with the presentation as the chapters 6 & 7 are outlined, pretty perfectly if I do say so myself; Chapter 6 How to Lead for Global Citizenship, Chapter 7 The Global Education Leader in Action. These two chapters are essential they HOW TO’s of global learning and will guide you on your way to Teaching Superiority #squadgoals! Enjoy!

Chapter 6 & 7 Emaze Presentation created by, yours truly!

Online Global Collaboration: Norms 1 & 2

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Alright, stop! Collaborate and listen, Heritage is back with a brand new invention…okay, okay not exactly, but at least I  found a way to incorporate Vanilla Ice! Yes, no? Okay, moving on. 

     Online Global Collaboration broadly refers to geographically dispersed educators, classrooms, and schools that use online learning environments and digital technologies to learn with others beyond their immediate environment in order to support curricular objectives, intercultural understandings, critical thinking, personal and social capabilities and ICT capabilities (TheGlobalEducator).

     So, why is collaboration so imparitive? Take a look at the below video!

The mind is blown right?!

“Global collaboration encourages teachers to engage on an equal basis internationally in a model in which ‘everyone recognizes that no-one knows so much that they can not learn from the other and no-one knows so little that they cannot teach the other’ (quoted this from a teacher in Argentina). This give and take is the heart of global education, it’s not giving up but learning from, it’s educating for and with each other. Students come out of the experience knowing there is real value and wisdom everywhere in the world and they can benefit from it and contribute to it”        (Ed Gragert, USA, @egragert).

Norms of Online Global Collaboration

     Educators sometimes need help or encouragement to participate in online collaboration as well as support in understanding how to “build engaging and successful relationships with others at a distance so that deeper global learning is realized. The 8 Norms of Online Global Collaboration can help with the “typical or usual behaviors and actions to be practiced in synchronous and asynchronous mode when collaborating globally” (TheGlobalEducator).

Norm 1: Be Prepared     “So many potentially excellent global collaborations fail because educators are not prepared, largely because they do not know what to prepare for.”

  • Connect 
  • Communicate

Have a plan for connecting

  • Use your PLN and PLCs to find like-minded partners for global collaboration.
  • Determine what common tools you will use to connect and collaborate
  • Test all tools beforehand.
  • Workout time zone differences
  • Have a backup plan
  • Discuss shared roles and responsibilities of the teachers as well as the students
  • Determine expectations for communication  during the collaboration
  • Share school calendar/schedule so everyone knows when there may be no responses
  • Agree on the READ, RECEIVED and RESPOND systems and protocols for all participants

Norm 2: Have a Purpose     “Every connection, communication and eventual collaboration must have a purpose. Planning is key to success!”

  • Cultural exchange
  • Inquiry and exploration into a topic or topics
  • Global project, short or long, curriculum-based
  • Shared outcomes, student summit
  • Artifact exchange and/or co-creation

source: Lindsay, Julie. (2016) . The Global Educator: Leveraging Technology for Collaborative Learning & Teaching. Eugene, OR: International Society for Technology in Education

Online Global Collaboration Tool Examples

Blogging – classroom blogging projects, The Global Read Aloud Project (Read a book another classroom(s) from around the world is/are reading and comment/discuss/share on the book in a blog).

Communications – skype, WeChat, Today’s Meet, WhatsApp, Remind, Google Hangout, Fuze, Blackboard collaboration

Community and Social Media – Nig, Edmodo, Bloggers.com, Edublogs, WordPress, Google+, LinkedIn, Twitter, Scoop.it, Pinterest

Collaboration & Co-creation – Wikispaces, Padlet, Voicethread, Google Apps, OneNote, Google Draw, Mindmeister, WeVideo

 

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The Global Educator: My Learning Experience

Global Education

 

     Global education is a new and exciting territory for me. I began my journey blind, with no previous knowledge, and quickly fell for its luster:

when children are exposed to other “cultures and develop skills in a connected world, they are better prepared to be productive and compassionate citizen’s in an increasingly global economy, and they are able to improve their communication skills, collaborate effectively and be ready for multicultural workspaces,” (ISTE).

     Delving intensely into Julie Lindsay’s book, The Global Educator: Leveraging Technology for Collaborative Learning & Teaching, began my infatuation with this new found environment. A whirlwind of cultivating information began to flood my brain and challenge my teaching theories with influential, and intriguing key questions behind this environment:

  • How imperative is it that educators connect themselves and their classrooms to the world?
  • What emerging education leadership styles are shifting pedagogy and why should we be taking notice of this?
  • What are essential benefits of embedding online global collaboration into the curriculum?
  • What are simple steps that educators in the classroom can take to become more globally minded and start to change their practice?
  • How are emerging digital technologies supporting this move to online global learning and collaboration?

source ISTE

     Chapter by chapter I was lead deeper into resources, case studies, collaborations, and stories, fully engaging every word by lead teachers. From the basic definition of what it is to be a Global Educator, to becoming a Global Educator, to achieving Global Education, my mind was “blown.”

     How have I gone through all of my younger adulthood and career, and never have been introduced to Global Education? How has my teachings been so lackluster? So non-diverse culturally? How can I impose all these findings and improve my students learning both culturally and educationally?

     All of these questions, and some, began to poor into my mind throughout my readings of The Global Educator.

Connecting Culturally & Cultural Awareness

     Through Global Learning (and/or education in general) we must encourage, demonstrate, model, teach, and empower students and educators alike, to be mindful and respectful of other cultures. While connecting with other classrooms and/or educators, it is essential to pay mind to cultural values, opinions, social cues, cultural influences, economic situations, physical surroundings as well as politics throughout your entire connection and beyond. 

     Allow your students and yourself to delve into the culture of the connected classroom and/or educator. Becoming familiar with such items as mentioned above, will allow for a smoother “connection” and will facilitate the learning process for all. Cultural awareness is key in becoming a globally connected classroom. 

Cultural Awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions (Culturosity).

Connect Unite Cooperate Handshake Regard

     I recently viewed a Turkish t.v. series (1 episode) on Netflix, with English subtitles, with hopes to expand my personal cultural awareness. Throughout the episode I kept a few things in mind …

  • What social cues are they displaying?
  • What are the physical surroundings?
  • What are the cultural influences?
  • What is the economic situation?
  • Politics involved? 
  • What are the difference and similarities to my own culture?

I must point out that I was afforded the opportunity to replay the episode. Therefore, I was able to re-view or get a better look at what was occurring. This will NOT be able to take place in the real-world. 

   WARNING: This t.v. series is not intend for children

     Şubat is about an orphaned boy and the horrific tragedy that unfolded at the orphanage and its connections to his present day (adult) life. It is a drama driven, sci-fi flinging, suspense motivated t.v. series that grasps the viewers attention within moments of the title. Though this t.v. series does not “scream” culture, it does not elude from it either. 

     Based off of this fictional piece, the economic stance of the country being represented (Istanbul) does not seem to differ from that of the U.S. culture, too much. My conclusion of this came from viewing the attire (not surprisingly different, street/comparable attire), physical surroundings (well established city), as well as the way in which they spoke (educated, they spoke in the same manner and tones in which we would speak here in the U.S.). 

    Politically speaking, I did not pin point any political undertones or references. However, there was an incident in the very beginning of the episode where Şubat was confronted by a mall security guard. He is hit repeatedly and ordered to leave as he is scaring away customers (Şubat was staring at a t.v. screen that was playing the news; SPOILER ALERT he falls in love with the news reporter). If this were to occur in the U.S., the security guard would be arrested for assault since loitering is not a crime punishable by beating. 

     I could not decipher between cultural influences, not to say that there were none. The writers of this series did a fantastic job making the story not culturally driven and more vastly relatable on the context. **edited** Having gone back through the episode several more times in hopes to find cultural influences, at last, I was able to pin point something. During the very tale end, the camera flows through people playing music and it radiates with culture; how I did not pick up on this before is a mystery! The music seemed to have no lyrics just seemingly historical instruments coming to life. (Its a stretch, a giant stretch but you get the idea.) This choice of music humbles the characters, in my opinion. It is saying to the viewer that the character(s) are grounded with their culture. Whereas as if this t.v. series were made in the U.S. I could imagine music playing that would not be of words found in any dictionary. 

     Overall, the episode seemed relatable, culturally to the U.S. I believe this was most likely intentional on the writers/producers/directors part to make the t.v. series more marketable. They did a fantastic job if that is the case. 

     Delving into a culture before connecting with a student/class/educator is essential in facilitating the learning process and experience for all. By becoming culturally aware and connected, allows for the mind to become more open to other’s views and opinions. Ultimately giving way to a greater, positive impact on the world in which we live. Because cultural awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions  (culturosity).

    Şubat (Netflix/Youtube)

#TwitterChat

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Now that I have been fully submerged into the Twitter world, let’s reflect over my Twitter journey thus far! Ready…?! #TwitterChat

it-underworld-126I must first confess that I was apprehensive about signing up for a Twitter account. I had preconceived notions on Twitter e.g. drama and I was not sure what I was getting into. However, I took the plunge. 

Twitter was a bit overwhelming. I did not know where to turn because everywhere I turned there were “buttons.” Like a lot! I had to learn real quick (with a little help from google) what they all meant. Confession: I am pretty sure my first few encounters on twitter were mess-ups on my part. I believe I may have “retweeted” things I did not mean to “retweet” or replied to things I did not mean to reply too. Oh the embarrassment! I have since navigated my way through all the buttons and have moved onto bigger and better embarrassments discoveries. hand-drawn-twitter-logo-icons-and-buttons_23-2147536533

I have discovered another side of Twitter that I have never been attribute to; Professional Networking and Professional Development. This world has completely rocked my learning experience as an aspiring Special Education teacher. I have made connections with numerous people from around the globe in education as well as people within my community. Sharing and expanding knowledge has been beyond influential and inspirational. There is vast pool of knowledge that is waiting to be shared and explored. 

My first TwitterChat experience was a bit rough. I felt completely lost, and completely behind on the conversations. However, I left the conversation with a new outlook on homework; purpose and retainability for students. I shared conversations with principles, teachers, and fellow aspiring educators. We discussed the effectiveness of homework, its 14454029241_a19ab612ca_zimportance or lack there of as well as its hurtfulness for a lack of better words. The conversations (having gone back over them a few times upon completion of the chat) was very enlightening and has changed the way in which I view homework and how I hope to implement it within my classroom one day. Having conversations with principles about what they expect homework to “look” like or how they see it should be implemented was eyeopening and head turning. From this 1 TwitterChat my view on the way I think about learning has already begun to morph. Having the perspective of principals, teachers and aspiring educators in my “pocket” I hope I can apply this perspective or perspectives to my own classroom one day and how I implement learning. 

 

#WhatHurtsTheMost

When you have so much to say, yet only 140 characters to say it in

I often find myself deciding between the content of my “tweet” that cannot fit into the 140 character allotment and the correctness of my grammar (see what I did there?). Grammar always seems to lose out. #GrammarCrime #NotEnoughCharacters #StopTyping

No, you cannot edit that

I cannot count how many “tweets” I have posted and than had to delete it because I forgot something to say or include a hashtag. #Hassle #EditButtonPlease #ForgotMyHashtag

There is a hashtag for that

Lucky! This one fits into both #WhatHurtsTheMost and #BecauseIAmHappy. Why? You have to, per the 140 character allotment, decide on a hashtag that best suits or describes your “tweet.” To be continued … #Uhhhh #Hashtagless #TooMany #ThereIsABetterHashtagForThat

#BecauseIAmHappy

Twitter is the only place where you can get excited for a stranger following you

It has become a strange happiness. There is no greater {possibly a slight exaggeration} feeling then logging onto twitter and seeing a new “follower.” Especially one that is part of a Professional Learning Network that you are interested in. #OhYeah #TheyKnowMe #Cloud9 #CelebrateGoodTimesComeOn

Searchpreneur you will become

The most gratifying? Having, figuratively, the world at your finger tips to make connections and share knowledge. This has to be my favorite part of Twitter. I have stumbled upon numerous articles, people and tech that have expanded my outlook on so much in the world; outside of education as well. My knowledge, interest and inspiration for education has grown in such a short period of time. Especially Global Learning. #MindBlown #Knowledge=Power #WorldCatalog #IBelieveICanFly #QueenOfTheWorld

There is a hashtag for that

…Continued. Having endless possibilities of what you can type after a # is amazing. You can create your own hashtags, follow and find hashtags. #Whaaat #SkyIsTheLimit #WeCantStopWeWontStop #Hashtag #SeriouslyAnything #AreYouReadingMyHashtags

Twitter has really challenged my notions on, well, everything. Social media can be a large tool for Professional Learning Networks and Developments, when used properly. It has afford me the opportunity to become connected with educators from vast cultures, levels of educations and perspectives. I believe I will stick around on Twitter for awhile.

Embrace the hashtagimageI have @jheritag1