E-Poetry

Kinetic or E-Poetry project

E-Debiyyat (E-Literature) Project: Kinetic Poetry Across Cultures Throughout History

Melda N. Yildiz, Ed.D.

Abstract:

This project outlines innovative multilingual and multicultural multimedia e-poetry projects using mobile devices in teacher education; offers creative strategies for producing media with youth and developing Web 2.0 projects integrating world languages and 21^st century skills; provides the results of participatory research project among pre-service teachers; describes participants' reactions and experiences with new technologies and showcases the participants’ multimedia projects and digital stories. By collaborating with our colleagues and graduate students and their students in the US, we are co-developing a research-based multilingual app that promotes world literature, history, and culture and it is replicable and publishable in a mini book format. In conclusion, we explore how the use of social networking software and hand held devices in global education combines knowledge, reflection, and action; promotes global literacies; and prepares new generation to be responsible members of a multicultural, global society.

This session is for educators who would like to integrate world literature (e.g. Makhtumkuli Fraghi), global education, and 21st Century teaching skills (e.g. mobile app design) into their curriculum. It outlines innovative multilingual and multicultural multimedia projects in teacher education; offers creative strategies for producing multilingual multimedia integrating world literature, culture, and languages.

Expected outcomes of this project are: 1) an online platform for participants to contribute, communicate and collaborate on world languages, history, and literature; 2) the curriculum unit and lesson plans that can be used by educators to introduce world languages, history, and literature.

In many countries bilingual education is part of their daily lives, from websites to traffic signs, while in the US, it is becoming popular as the world economy demand global citizens with multiple languages. With our Multicultural Multilingual Multimedia projects, we attempted to explore best practices for innovative global education projects and provide research-based examples for teacher educators.

This project provides tools and resources to promote multilingual education; explores experiential learning activities that teacher candidates participated in integrating new technologies into their lesson plans; and promotes new media literacies and global competencies in teacher education. We will explore wide range of meanings participants and primary and secondary schools students associate with multilingual projects and activities; impact of new media and technologies in their Universal Design for Learning (UDL) projects (CAST, 2011) and digital stories; the ways in which teacher candidates and teachers integrate language and media into their global education projects; and how they gain alternative points of view on environment and renewed interest and commitment to world culture, history and literature..

The purpose of this promote was to meaningfully integrate world literature through e-poetry projects into the P16 curriculum as a means of further developing their media literacy skills by having them develop collaborative and community-based projects. This kinetic poetry project relates to several International Standards for Technology in Education’s (ISTE) National Education Technology Standards for Teachers.

Our goal was to: a) present the role of new technologies in order to argue the challenges and advantages of new media technologies in K-12 curriculum across content areas; b) To introduce world literature across content areas in developing multiple literacies such as information, technology, geography, numerical and media literacy: c) to demonstrate creative strategies and possibilities for engaging K-12 students in meaningful literacy activities while incorporating languages and multimedia in the context of global education.

The study focuses on the impact and power of mobile technologies and multilingual projects in education and outlines its promising implications for education, creativity, and collaboration among its users. Lifelong learning environments. The usage of handheld devices and social interaction software develops opportunities and supports “Open Learning” practices and processes, and promotes exchanges, connections, and collaboration among people who share common ideas and interests.

Educational technology apps are ideal for distributed learning. Despite all the concerns and challenges integrating social interaction technologies into the curriculum, there is a growing number of research and support by academics. For instance, Digital Youth Research [http://digitalyouth.ischool.berkeley.edu/] is a collaborative project that studies the number of empirical and theoretical work on youth subcultures, new media, and popular culture. The usage of handheld devices and social interaction software develops opportunities and supports “Open Learning” practices and processes, and promotes exchanges, connections, and collaboration among people who share common ideas and interests.

This project is significant on many levels for participants of all ages, countries, backgrounds, and from all disciplines. It attempts to fill the gap by outlining the natural links between educational mobile app development and global education. Current literature on mobile learning has focused on the benefits for 21st century skills, entrepreneurship, and innovation in education; this project gives us the opportunity to increase the body of literature to multilingual and multicultural aspects of mobile learning.

With the world becoming increasingly accessible to people, and greater diversity in U.S. public schools due to immigration, many of our teacher candidates are likely to work abroad or in school districts that serve children from diverse backgrounds including English language learners and work with international students that require skills in developing global curriculum that is innovative and transformative.

In conclusion, we explore how the use of social media and mobile technologies in global literature combines knowledge, reflection, and action; promotes global literacies; and prepares new generation to be responsible members of a multicultural, global society.

Resources

E-debiyyat Project- https://www.facebook.com/search/top?q=e-debiyyat

Understanding Poetry in the Digital Environment

https://jyx.jyu.fi/bitstream/handle/123456789/27117/9789513943356.pdf

Kinetic Poetry

https://core.ac.uk/download/pdf/19130067.pdf

Digital Poetry

https://en.wikipedia.org/wiki/Digital_poetry