At French American International School, we're devoted to developing your child's 21st-century skill set to ensure their success in a rapidly changing world. Our students must be collaborative, adaptable and curious risk-takers with the ability to think globally and communicate cross-culturally. French American International values a combination of innovative pedagogy and cutting-edge tools to help support environments that are more engaging, collaborative and personalized to each student’s abilities, passions and needs.
iPads in the Middle School (6-8)
Digital Literacy and Citizenship
As we prepare our students to engage in a fast-paced, digitally connected world, our students must be adept, responsible and discerning users of technology.
In line with the high value that our school places on critical thinking, we aim to help students gain awareness of their actions and make responsible, healthy, well-informed decisions when using technology. Believing in the approach of educating in an open digital environment rather than restricting usage, we aim to lead discussions, provide resources, and introduce strategies to help students develop their digital citizenship and literacy skills.
Largely utilizing resources provided by the non-profit Common Sense Media, we engage students in conversations around Internet safety, privacy and security, relationships and communication, digital footprint and reputation, self image and identity, information literacy, and cyberbulling.
In middle school, a team comprised of our librarians, counselor, and academic technology coordinator work with teachers and students both in content classes and during advisory to discuss digital literacy and citizenship in stand-alone sessions, and also sessions related to a specific project or technology with which students are working.
At French American, we know that students increase their potential for success when learning is reinforced in a variety of settings. Our teachers engage students in ubiquitous learning opportunities through the use of blended learning strategies, such as the Flipped model, online learning environments, and social networking. We find that blended learning enables our teachers to personalize instruction in order to meet the diverse needs of our students by increasing opportunities for interaction and providing broader access to course content. Our implementation of blended learning prepares students to excel in the connected learning environments they are likely to encounter in their future work in university classrooms and careers.
A group of our upper school teachers are creating video content for their students to access at home. This could be a short recording to explain a concept, show how to setup a lab, give a demonstration, etc.
The students are able to watch these videos at their own pace: pause, rewind, and review as much as they’d like. And in return, more class time is then free for students to work collaboratively and get more individualized help from their teacher. In these courses, lectures that used to be done in class are now reviewed at home, and work previously done at home is now done in class with added support, thus, the ‘flipped’ classroom.