Connecting the Old to the New: What Technology-Crazed Adolescents tell us about Teaching Content Area Literacy

This article describes a study where Personal Digital Assistants (PDAs) were integrated into two eighth grade social studies classrooms to create a bridge that connected traditional textbook teaching with new technology. This article will explore the motivation for this type of integration, give specific details about the study, and share what we learned from students about how using the technology gave them control over their reading, connected to their lives, and gave a new spin on the old in terms of content area literacy strategies. Finally, this article will conclude with future directions for educational implications for research and practice

The Friendship Journey: Developing Global Understanding in the Middle Grades

The goals of developing a global perspective are consistent with the faith-based values of Catholicism. The primary goal is to prepare students academically, morally, and socially to participate in a globalized world that constantly faces new problems. A key component of this is the understanding that other people, who may appear on the surface to be very different from themselves, have differences which have value and similarities which unite us. The purpose of this article is to present one Catholic school’s attempts to prepare its students to meet the challenges of citizenry in an international community and to describe the impact of those efforts. The questions we explored are: (a) Does a student-focused, cultural exchange program enhance American students’ global perspectives? Does a student-focused, cultural exchange opportunity enrich students’ cultural understandings? Findings from this study revealed that students gained an appreciation for diverse cultures through social interaction. While the pre- and post-test survey data revealed some changes in students’ beliefs and attitudes, interviews and observations provided substantial evidence of students’ evolving awareness and respect for other cultures. The tangible connections formed produced young people who have a greater appreciation for our global community. Résumé Les objectifs consistant à développer une perspective mondiale s’accordent avec les valeurs religieuses du catholicisme. Le principal objectif est de préparer les élèves au niveau scolaire, moral et social à prendre part à une mondialisation qui rencontre constamment de nouveaux problèmes. Pour y parvenir, il est essentiel qu’ils comprennent que d’autres personnes qui ne leur ressemblent pas du tout en apparence, présentent des différences que nous apprécions et des ressemblances qui nous unissent. Cet article a pour objet de montrer comment une école catholique a essayé de préparer ses élèves à surmonter les problèmes rencontrés en tant que citoyen d’une communauté internationale et de décrire quel impact ces actions ont eu. Les questions étudiées sont les suivantes : (a) Un programme d’échanges culturels centré sur l’élève renforce-t-il les perspectives mondiales des élèves américains ? Leur compréhension des cultures se trouve-t-elle enrichie par la possibilité d’effectuer un échange culturel centré sur l’élève ? Les conclusions tirées de cette étude ont montré que les élèves ont appris à apprécier des cultures diverses par l’interaction sociale. Alors que les données de l’étude avant et après les tests ont révélé certaines modifications des croyances et attitudes des élèves, les entretiens et observations ont clairement prouvé une évolution de la sensibilisation des élèves et de leur respect vis-à-vis d’autres cultures. Les liens tangibles qui se sont tissés ont amené les jeunes à mieux apprécier notre communauté mondiale. Resumen Los objetivos para desarrollar una perspectiva global son consistentes con los valores basados en la fe del catolicismo. El principal objetivo es preparar a los estudiantes académica, moral y socialmente para participar en un mundo globalizado que se enfrenta constantemente a nuevos problemas. Un componente clave de esto es el entendimiento de que otra gente, que puede aparentar en la superficie ser de una manera muy distinta a ellos, tiene diferencias que resultan valiosas y a su vez similitudes que nos unen. El objetivo de este artículo es presentar la intención de una escuela católica de preparar a sus estudiantes para que logren los desafíos de la ciudadanía en una comunidad internacional y describir el impacto de estos esfuerzos. Las preguntas exploradas son: (a) ¿Puede un programa de intercambio cultural centrado en el alumno ampliar las perspectivas globales de los estudiantes estadounidenses? (b) ¿Puede una oportunidad de intercambio cultural centrado en el alumno enriquecer la comprensión cultural de los estudiantes? Los resultados de este estudio revelaron que los estudiantes ganaron apreciación por las diversas culturas a través de la interacción social. Aunque la información previa y posterior a las encuestas revelaron cambios en las creencias y actitudes de los estudiantes, las entrevistas y las observaciones ofrecieron pruebas sustanciales de evolución en la sensibilización y respeto de los estudiantes hacia otras culturas. Las conexiones tangibles que se formaron produjeron jóvenes con un mayor aprecio por nuestra comunidad global

The importance of funds of knowledge on economically disadvantaged rural European American students

The identification and utilization of community funds of knowledge has been essential in understanding and assisting cultural groups to bridge the achievement gap. The purpose of this study was to examine the community funds of knowledge, the role of the parent, and the partnerships of a rural school in southeastern Appalachia, United States. Qualitative research enabled exploration of interactions between parents and teachers, roles parents play in the educational process, and teachers' use of existing funds of knowledge in the provision of educational services to young at-risk children. Two pre-kindergarten teachers and four families were involved in the study from the 2009 -2010 state pre-kindergarten program. The data from ethnographic semi-structured interviews, observations, and documents were coded, categorized, and identified by themes. Results indicated that the school functioned as connector between the community and its residents. Teachers were cognizant of the community funds of knowledge and utilized this knowledge in their teaching and assessment practices. The teachers gained cultural literacy through participation and observation of school and community events and interactions. As a result of having only one mid-year conference report, there was limited evidence to conclude the teachers' documentation of students' community funds of knowledge within the context of the select community. Although teachers engaged in practices that strengthened family involvement, the home-school partnerships could be enriched. Families informally partnered by teaching foundational skills at home. The recognized partnership began when the children enrolled in school with families engaging in volunteering, extending learning at home, decision-making, and collaborating with the school community. An added outcome was the relationship between the community and the school. The relationship was reciprocal with positive outcomes for community members, businesses, teachers, and students, and families. This partnership is unique and dates back to the establishment of the community with special emphasis given to the character and values of the local residents. Additional research can focus on the communication of educational standards prior to entering school and increasing the participation of marginalized populations. Teacher perceptions of student backgrounds can also be reviewed in light of their effect on the quality of school-family partnerships. (Published By University of Alabama Libraries