Group items tagged

Sweating already under the unforgiving sun, he strapped pouches with the word “Biblioburro” painted in blue letters to the donkeys’ backs and loaded them with an eclectic cargo of books destined for people living in the small villages beyond.

“I started out with 70 books, and now I have a collection of more than 4,800,” said Mr. Soriano, 36, a primary school teacher who lives in a small house here with his wife and three children, with books piled to the ceilings.

A whimsical riff on the bookmobile, Mr. Soriano’s Biblioburro is a small institution: one man and two donkeys. He created it out of the simple belief that the act of taking books to people who do not have them can somehow improve this impoverished region, and perhaps Colombia.

You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.

Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.

What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.

This unique interactive website works with maps and globes to transform pupils’ understanding of the world. Winner of a Geographical Association Gold award and a BAFTA award for primary learning, Mapping Our World allows pupils to flatten a globe, turn a map into a globe, and merge different map projections. The nine structured activities come with teachers’ notes and are designed for whole class learning on an interactive whiteboard or PC. The website supports the Geography curriculum and is also ideal for bringing a global approach to Citizenship, PSE and ICT.

In 2008, five of the 50 students who finished primary school went on to high school. Last year, the first full year of operations for the high school, 42 of 44 students continued to higher education.