Integrating Technology and Area Studies: Discovering Caribbean Diversity

MISSING IMAGE

Material Information

Title:
Integrating Technology and Area Studies: Discovering Caribbean Diversity
Physical Description:
Presentation slides
Creator:
Covert, Hannah
Picard, Liesl
Wooldridge, Brooke
Publisher:
Tulane University
Place of Publication:
New Orleans, LA
Publication Date:

Subjects

Subjects / Keywords:
dLOC Presentation

Notes

Abstract:
Presentation on Area Studies and integrating technology into research and teaching on the Caribbean, including a focus on the Digital Library of the Caribbean ( dLOC ).

Record Information

Source Institution:
FIU: Special Collections
Holding Location:
FIU: Special Collections
Rights Management:
All rights reserved by the source institution.
System ID:
AA00001901:00001


This item is only available as the following downloads:


Full Text















re PicardFloridaIntrnatioalUie




^^^^^^^^^^^^^Brook WooiTldryro=idglorida InJ^3terntional University^^^
I ^^^^^B~3BT??1 B3BHT^ r Ir rr IIr
^^^^^^^^^^^^^iIBTIIIvB P H P p^^I11I





Integrating Technology and


Area


Studies:


Discovering


Caribbean


Diversity


o Present subject specific knowledge about
Caribbean


o Create


inter-discipli


nary groups to make connections


to the curriculum


" Introduce dLOC as a classroom tool
D Demonstrate and use new technology tools
D Develop, implement and share lesson plans using
Caribbean content and new technologies






Collaboration at all levels


" University of Florida's (UF) Center
American Studies
D UF College of Education


n Florida


for Latin


International University's Latin American and


Caribbean Center


n Digital Library of the Caribbean


o Cross discipline working groups for


(dLOC)


participants






Ob


jectives


o New content and tech skills for the teachers


n Caribbean


Diversity


Teacher Resource Wiki


n Caribbean Lesson plans available via


LAS centers


and dLOC
a Video/audio clips available for classroom use







The Literature behind the model



Professional development has the most impact on student
learning when its design is long term, tied to the
curriculum of the teachers involved, and collaborative.
Hiebert, Gallimore & Stigler (2002)

The design component of experiential learning for
teachers in professional development serves as a model
for them to implement in their own classrooms after they
have felt how it has enhanced their own personal
learning experience. (Loucks-Horsley, Love, Stiles, Mundry &
Hewson, 2003)






The Literature behind the model



The formation of teams of teachers that gather to create
standards based lessons while integrating technology
allows for the emergence of professionals with a higher
comfort and skill level for the application of new tools
and is an example of "a best way" to learn to use
technology. (MacKenzie, 2001)





Workshop Format





Workshop Breakdown








Sample Content The Caribbean: A Region in Motion



What is the Caribbean? What is a Caribbean? Though there are certainly
vestiges of the indigenous presence in the region, the pre-Columbian
population was decimated within a few decades of the "discovery". Thus, the
region has been created through movement and the coming together of
peoples from all over the globe...Thus, as Haitian anthropologist Michel Rolf-
Trouillot states, "Caribbean societies are inescapably heterogenous", which
begs the question: what are the ties that bind its people and cultures?
How does the Caribbean inform our understanding of human cultural diversity?
How does it help us to understand the continuities and ruptures that evolve
through constant movement and migration? Arguing that hybridity is a key
characteristic that binds Caribbean societies and in fact constitutes Caribbean
culturess, this presentation will provide an overview of the peoples, languages,
religions, music, ideas, and movements that have occupied, developed in, and
emerged from the Caribbean...


Andrea Jean Queeley, Ph.D., Florida International University










Sample Technology


Wt c 'u7..'
*.J e- ow re,0 a L


4


a


m


CI~ ~i~""


IAmaWI i I








Fuerte De San Felipe @

La dominaci6n espadola de la Fortaleza
Aug 4 1733
El Fuerte de San Fetpe se construy6 en 1733 bajo el mando de don Antonio de
Figueroa y Siva, general de theYucatan, para proteger a la poblacin de Bacalar de
los ataques de los pratas del Caribe y de la defense de la region de acoso por part
de los comerciantes en Campeche la madera. A *iales de 1800, durante la lamada
Guerra de Castas, la fortaleza una vez mas se conwrti6 en scenario de escaramuzas
por la posesi6n de la de la fortaleza. Muchos invasores diferentes intent controlar la
fortaleza de bs espaioles, sin embargo, nunca podria tener 6xito.
Click For Ful Event Detals



www.xtimeline.com

Fuerte De San Felipe
O La Pernsula De Yucatn O Bibliogafia
O La Construccdn De San Felpe
0 La Dominacidn EspaFToa De La Fortaleza
0 Los Piratas De Atacar El Fuerte De San Felpe
o Honduras Brttnca Y El uerte De San Felpe
0 La Primera Guerra De Las Castas
0 La Segunda Guerra De Las Castas
0 Porfirio Diaz Y El Fuerte De San Felpe
0 El Fuerte Es Un Museo
O Yo Aprendi

Feb 9 15171575 1633 1691 1749 1807 1865 1923 1981

0









Sample Lesson Plan Haitian Independence



Lesson Goals and Objectives
Students will analyze the independence movement in Haiti by creating a timeline and
comparing it to American independence.


SSS: SS.B.1.3.1: Understands the world in spatial terms.
SS.B.2.3.5: Understands the geographical factors that affect the cohesiveness and integration of
countries.
SS.A.3.3.2: Understands the historical events that have shaped the development of cultures
throughout the world.


Background
After the United States declared independence in 1776, Haiti became the second
independent country in the Americas in 1804. The independence movements in each country
were very different from one another.
Required Materials
Pre-quiz, Online encyclopedia (Grolier's, wikipedia, etc), timerime.com, Haitian Revolution
instruction sheet.






Lessons


Learned


" Go slowly the content and the tools are new!

D Model Create a sample final product as a group

D Be efficient Link product to district requirements

D Leverage your efforts make lesson plans or


projects available to a
trackable statistics)


larger audience


(with




Full Text

PAGE 1

INTEGRATING TECHNOLOGY AND AREA STUDIES: DISCOVERING CARIBBEAN DIVERSITYTulane University I May 20, 2010Hannah Covert, University of Florida LieslPicard, Florida International University Brooke Wooldridge, Florida International University

PAGE 2

Integrating Technology and Area Studies: Discovering Caribbean DiversityPresent subject specific knowledge about Caribbean Create inter-disciplinary groups to make connections to the curriculum Introduce dLOC as a classroom tool Demonstrate and use new technology tools Develop, implement and share lesson plans using Caribbean content and new technologies

PAGE 3

Collaboration –at all levelsUniversity of Florida’s (UF) Center for Latin American StudiesUF College of EducationFlorida International University’s Latin American and Caribbean Center Digital Library of the Caribbean (dLOC)Cross discipline working groups for participants

PAGE 4

ObjectivesNew content and tech skills for the teachersCaribbean Diversity Teacher Resource WikiCaribbean Lesson plans available via LAS centers and dLOCVideo/audio clips available for classroom use

PAGE 5

The Literature behind the modelProfessional development has the most impact on student learning when its design is long term, tied to the curriculum of the teachers involved, and collaborative. Hiebert, Gallimore& Stigler (2002)The design component of experiential learning for teachers in professional development serves as a model for them to implement in their own classrooms after they have felt how it has enhanced their own personal learning experience. (Loucks-Horsley, Love, Stiles, Mundry& Hewson, 2003)

PAGE 6

The Literature behind the modelThe formation of teams of teachers that gather to create standards based lessons while integrating technology allows for the emergence of professionals with a higher comfort and skill level for the application of new tools and is an example of “a best way” to learn to use technology. (MacKenzie, 2001)

PAGE 7

Workshop Format Pre-Workshop Online Preparation Day 1 -Content and Technology Workshop Inter-Workshop Collaboration via LMS Day 2 -Content and Technology Workshop Post-Workshop Online Submission

PAGE 8

Workshop Breakdown Intro Readings Reflection/Posts -Learning Standards -Caribbean ContentParticipant Intros Experiment with New Technologies Access Content for reflection Overview of Culture, Geography, Literature, History, Religion Wordle, Timelines, Wikis, Etherpad, Google Earth, Voice Thread Share Lesson Plans Peer Review and Feedback Four Components

PAGE 9

Sample Content -The Caribbean: A Region in Motion What is the Caribbean? What is a Caribbean? Though there are certainly vestiges of the indigenous presence in the region, the pre-Columbian population was decimated within a few decades of the “discovery”. Thus, the region has been created through movement and the coming together of peoples from all over the globe…Thus, as Haitian anthropologist Michel RolfTrouillotstates, “Caribbean societies are inescapably heterogenous”, which begs the question: what are the ties that bind its people and cultures? How does the Caribbean inform our understanding of human cultural diversity? How does it help us to understand the continuities and ruptures that evolve through constant movement and migration? Arguing that hybridityis a key characteristic that binds Caribbean societies and in fact constitutes Caribbean culture(s), this presentation will provide an overview of the peoples, languages, religions, music, ideas, and movements that have occupied, developed in, and emerged from the Caribbean…Andrea Jean Queeley, Ph.D., Florida International University

PAGE 10

Sample Technology

PAGE 11

a www.xtimeline.com Click Here and the description and photo pop up!

PAGE 12

Sample Lesson Plan –Haitian IndependenceLesson Goals and Objectives Students will analyze the independence move ment in Haiti by creating a timeline and comparing it to American independence. SSS: SS.B.1.3.1 : Understands the world in spatial terms. SS.B.2.3.5: Understands the geographical factors that affect the cohesiveness and integration of countries. SS.A.3.3.2: Understands the historical events that have shaped the development of cultures throughout the world. Background After the United States declared indepe ndence in 1776, Haiti became the second independent country in the Americas in 1804. The independence movements in each country were very different from one another. Required Materials Pre-quiz, Online encyclopedia (Grolier's, wikipe dia, etc), timerime.com, Haitian Revolution instruction sheet.

PAGE 13

Lessons LearnedGo slowly –the content and the tools are new!Model -Create a sample final product as a groupBe efficient -Link product to district requirementsLeverage your efforts –make lesson plans or projects available to a larger audience (with trackablestatistics)