Education

ISO: Teacher Input on Teaching ‘MacBeth’ in a Digital Era

By Debra Viadero — October 05, 2016 1 min read
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By guest blogger Benjamin Herold

This blog post originally appeared in the Digital Education blog.

I haven’t read Shakespeare in almost (gulp) 25 years, and I’m admittedly a bit sporadic about using Twitter.

But beginning today, I’ll be diving in on both, as I report a piece for Education Week’s upcoming special report on “the changing face of literacy.”

My assignment: to understand how technology is changing the ways teachers teach classic literature.

One way I’ll go about that: spending time with a 10th grade English class that is reading “Macbeth,” using one of the new digital reading platforms that is gaining popularity in schools.

I’ll also be re-reading the classic William Shakespeare play for the first time since my own long-ago high school days.

And, I want to hear from you!

Over the next few weeks, Education Week, the National Council of Teachers of English, and the Folger Shakespeare Library will work together to fuel a conversation with teachers from around the country. We want to learn about your experiences reading and teaching “Macbeth"—your tips and lessons learned, your joys and pains, how you overcome common challenges, and any ways in which you use technology to bring this 500-year-old masterpiece to life for today’s students.

Your input will help shape our story, which will be published in early November.

Much of our conversation will take place on Twitter, using the hashtag #teachmacbeth:

Each week, we’ll throw out a couple of big topics, then have an informal conversation in between. Our first question:

Don’t forget to use #teachmacbethin your Twitter replies. You can also share your thoughts in the comments of this blog post, or email me directly at bherold@epe.org.

We’re looking forward to the conversation!

Photo: Children’s Shakespeare Festival, courtesy of Folger Shakespeare Library.

A version of this news article first appeared in the Curriculum Matters blog.


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