OMAR'S TEACHING ADVENTURES

 omarmedina2018@yahoo.com  PHONE: 505-350-8385 By sending me a message or posting here! 

  “Tech, Tongues, and the Borderland: Leaning In with ESL Voices” By Omar F. Medina “To live in the borderlands means you…” — Gloria Anzaldúa Living in the Borderland — And Logging In When I moved to the U.S. as an ESL (English as a Second Language) student, I quickly learned that navigating a new country wasn’t the hardest part—it was finding a voice in digital spaces. The "borderland" wasn’t just a place between nations. It was a digital one too: a space where language, access, and identity clashed—and sometimes connected. Back then, I didn’t know words like digital equity or inclusion. I just knew that when teachers asked us to do research or presentations online, I fell behind. Not because I wasn’t smart. But because I didn’t understand the platforms. My Wi-Fi was spotty. And most tech tutorials were in fast, idiomatic English I couldn’t follow. Fast forward a few years, and I’ve come to realize something important: technology can either build bridges—or rei...

  Slideshow for Lesson B The visual representation from the assignment sheet is creatively different and allows for easier access of information and requirements. The link provided is accessible for ease of access and visually enhances the project.  OFM

  Content on this site is licensed under a Creative Commons Attribution 4.0 International License . You are free to share and adapt the material, as long as proper credit is given.

  1.       LEARNING OBJECTIVES/OUTCOMES Example: Descriptive Scenes in Writing and Reading for Language Arts Level1 Objective: Students will create a visual representation of a historical or emotional scene from the readings. Scene prompt: “ The Long Walk of the Navajo ” – Bury My Heart at Wounded Knee by Dee Brown. Students will analyze this script, describe it using rich vocabulary, and create a visual (drawing, collage, short video, or multimedia image) to represent it.   CONTENT AREA STANDARD ISTE STANDARD NM ELA Standard RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Students will demonstrate their understanding by reimagining a scene visually and connecting character emotion and plot through descriptive language and artistic interpretation.   ITSE 1.6 Creative...

  I believe that teaching, learning, and technology are interconnected forces that, when balanced effectively, create transformative educational experiences. Teaching provides structure and mentorship, learning is an active and evolving process, and technology enhances engagement, accessibility, and innovation. Thoughtfully integrated, technology personalizes learning, fosters collaboration, and empowers both educators and students to push the boundaries of traditional education.