learningIT

TOKYO (AFP) — Mobile phones are taking centre stage in the lives of Japanese teenagers, who often send or receive dozens of emails a day while eating, attending school or even taking a bath, according to a survey. Full story here.

I found the above article through a friend (thanks again Shane M.). It’s kind of interesting and made me think. I must admit, everyone has a cell phone here in Japan. Everyone. They have models with big buttons for the elderly, cute Hello Kitty ones for girls and hundreds of others for every other sub-genre (as well as decorative plates and accessories to match and enhance too). You will often find a large electronics store dedicating a very large area strictly to cell phone sales.

Several elementary students at my school also have them which at times puzzles me. I mean, even grade 1 students. They are quite powerful with internet, photo, video, mp3 and voice recording options available. Are teachers using them in the classroom or are they banning them at your school?

Some students at my school last year created mini-documentaries using only their cell phones in their English class. It was interesting. The YouTube generation don’t really mind poor quality. Other grades this year used them on their field studies as a photo camera, video camera and of course for emailing. They set up a Posterous blog where they then emailed all their findings to this one site.

If you have done anything interesting at your school with this, or have a banned policy, I’d like to hear from you.

Grade 5 students at my school are undergoing their exhibition. Those of you who teach in PYP schools know this is a big deal. They are researching how people around the world need help in various ways. The three classes have set up a Posterous blog to ask questions and share answers. They have received some input from parents and friends and I ask if you know of any organisations or situations to assist them, please contribute. They have broken up into groups to research different aspects. If you can contribute or wish to have a look, click here.

Previously I reported on how some Grade 4 classes were defining Japanese culture for their unit of study here at my school. Students were asked to take pictures of unique elements of Japanese culture. As a grade level, they used this information to define Japanese culture and think about how history and geography have shaped it. They first posted their photos on Posterous and then the above video was made with those pictures using Animoto (info available under the Cool Web Tools page on this site). A great resource to review their unit as well as to introduce the topic next year.

Click here to watch via YouTube and leave a comment.

Recently I have been posting about presentations. At some point we all have to do it and depending on our audience, we all do it in different ways. Some students and teachers at my school are attempting to present, share and collaborate while at the same time trying new formats.

First of all, our grade 4s are inquiring about Japanese culture and what makes it unique. Students have been asked to take pictures of unique elements relating to Japanese culture (every student has a camera equipped cell phone here). These photos are then sent to the teacher who has set up a Posterous account. As a grade level, they will use this information to define Japanese culture and think about how history and geography have shaped it. If you are knowledgeable about Japan, have visited or are interested in Japan, have a look at the student photos and leave a comment for them. I guarantee it will motivate them. Click here to visit the site.

Our High School History students have also used Flowgram (an interactive guided presentation) to share information related to American gangsters of the 20s and 30s. Perhaps it was to tie into the American Presidential Election? (Sorry…I couldn’t resist). Click here to view.