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UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE

Second Reflective Essay


EDTC 645 Dr. Blesh
Anna Newton

Second Reflective Essay A. Newton Introduction: At the beginning of the semester I reflected on how my understanding of global issues developed as I grew up and how my understanding impacted my current view of global issues. I also reflected on how I currently teach global issues in my World and AP European History classrooms. While I grew up in an area where there was little diversity and very little interaction with global issues that did not directly impact the local community, I developed a great interest in global culture, history, and issues due to the guidance of my father, inspirational teachers, and the encouragement to take the opportunity to experience the world for myself. As a result of my travels and the guidance of my father and teachers, I developed the viewpoint that global perspectives and technology are very important in a students education. In the past, I tried to inspire my students to expand their world view outside of the area in which they live by exposing them to the history and culture of foreign countries. I also taught students that expanding their knowledge and experience of other countries and culture enriches their lives, broadens their own views, and creates a bigger picture of how the world got to where it is today and how countries developed relationships with other countries, particularly through interactive lessons and through historical primary sources and secondary sources. As a result of my studies this semester, I feel that this is not enough to prepare students for the world they will live and work in. Students need a more robust education that integrates technology, global perspectives, and interaction in order to become responsible and successful global citizens, who use their knowledge and skills to make the world a better place by solving global issues. Technology Integration Technology integration is important in preparing students to enter the world outside of

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Second Reflective Essay A. Newton the K-12 education system. According to Larson, Miller, & Ribble (2009), teachers are no longer the sole providers of knowledge because information is easily accessible on the InternetTeachers need to be able to connect to their students digital worlds to engage and motivate a new and very different type of learner (p. 13). Technology and the internet have opened many doors, but students need various skills and knowledge in order to use it ethically, effectively, and efficiently. In order to reach this goal, students need to be able to demonstrate skills in creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations and concepts (ISTE, 2007). These standards will allow students to become more independent and be able to learn new skills and be able to implement them quickly, while being able to think outside the box and work well with others. On a national level these skills are very important because they can be used to productively transform knowledge and information into innovative products and services will define successful knowledge economies. Because knowledge and information have become the most important currency for productivity, competitiveness, and increased wealth and prosperity, nations have placed greater priority on developing their human capital (Hawkins, n.d.). While technology is important, peoples ability to use technology to problem-solve is the most important because technology is a tool to create and research. That is why 21st century skills not only include information, media and technology skills, they also include learning and innovation skills, and life and career skills (Partnership for 21st Century Skills, 2009). Global Education While technology integration is important in helping prepare students for the world they will live and work in, global education is vital in preparing them to use 21st century skills

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Second Reflective Essay A. Newton appropriately and effectively. Global education encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other peoples points of view. This is an important step towards children and young people making informed choices as to how they exercise their own rights and their responsibilities to others (Oxfam, 2006, p. 2). Engaging students in lessons and projects that focus on global issues and perspectives, even difficult and controversial issues, supports critical thinking skills, problem-solving skills, collaboration, communication, and research skills that students will need to promote change and improve the world and their nation. Global education also supports a more constructivist method of teaching, where the teacher acts more like a mentor and students construct their own knowledge through research, engaging in the project or problem, and collaboration. This helps students gain life skills that will make them a more independent, proactive, and involved learner and member of society. Global education engages students in project-based learning that will also improve students retention of knowledge and skills that can be adapted to all aspects of life. According to Linda DarlingHammond (2010), project-based learning is beneficial because youll see a lot of investigation, and inquiry in every field. That's really their hallmark is to create a nation of inquiring minds. And they also believe that it's very important for students to reflect on what they've done, what they've learned and be able to improve on it themselves. Views of global perspectives and technology in K-12 education As a result of this course, I have changed my views on technology integration and global perspectives in education. Prior to this course, I believed that global culture, history, and perspectives helped students understand the world they live in and technology was a tool to help them learn. Now, I feel that this is not enough for students to understand the world they live in

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Second Reflective Essay A. Newton and use technology as a tool. Students need an education that engages them, where they interact with others on global issues and perspectives and use technology to help facilitate learning in an ethical, efficient, and interactive way. This will promote positive values and assist students to take responsibility for their actions and to see themselves as global citizens who can contribute to a more peaceful, just and sustainable world (Global Education, 2010). Global education and technology integration increases student engagement because it allows students to take a more hands-on approach to global issues and as a result, students realize the unity and interdependence of human society, developing a sense of self and appreciation of cultural diversity, affirmation of social justice and human rights, as well as building peace and actions for a sustainable future in different times and places (Global Education, 2010). For example, the Voices of Youth website is where youth can share their thoughts and opinions with thousands of people from all over the world. Students can also discuss social issues such as Education, Environment or Violence and Conflict and inform themselves about HIV/AIDS, Health or Human Rights (UNICEF, 2011). Global education is also effective in increasing student achievement and learning opportunities because it allows students to find and speak to a students passion and making the local-global connection creates engaging learning experiences, it gives students the opportunity to co-create learning experiences, and work in active collaboration with a public audience that helps students take ownership of their learning (TakingITGlobal, 2007, p. 3). For example, a TakingITGlobal project, called Globalize This! Film Festival had students create original films on various global issues. The festival gave students the opportunity to refine their research and writing skills, and experiment with a number of different technologies. The public nature of the festivalparents, teachers, and community leaders were invitedpresented these 13 year olds an opportunity to be the experts in the room

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Second Reflective Essay A. Newton (TakingITGlobal, 2007, p. 24). This project is a great example of how to integrate technology and a global issue in a project that allows students to construct their own knowledge, take ownership of their own learning, and creates an environment where students engage in learning and application of knowledge and skill on a deeper and more meaningful level. This semesters readings and assignments helped me to realize that global education is not a necessarily difficult endeavor due to the amount of resources available. There are many websites that help teachers find, create, and collaborate with other teachers in global networks such as, ePals, iEARN, and Global SchoolNet. The U.S. Department of Education even has a Teacher's Guide to International Collaboration on the Internet where they have several examples and materials to help teachers in the United States find and engage in global education and project-based learning. The two assignments that were the most useful were the Global Networks Memo and the Global Classroom Module. The Global Network Memo helped me realize there are many resources that help teachers connect to teachers around the world to engage in ongoing projects or create their own for their classroom that will also fit into the curriculum of the course. The Global Classroom Module was also a great learning experience because I created an original global project. This assignment showed me that I am able to create a well-developed global project, but it also showed me the amount of planning and work that goes into making sure the curriculum goals are met and students are engaged in a project that allows them to construct their own knowledge. Conclusion I plan on using what I learned during this semester every school year with my World and AP European History classes. Currently, one of my Honors World History classes is working with a Belgian school in Ghent to analyze the impact of the War of 1812 and the treaty that

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Second Reflective Essay A. Newton ended the war. My students and I are very excited because they can get a firsthand account of the history and culture from its own citizens and interact with them to create a deeper understanding of the War of 1812 and the peace that followed it. Right now, they are engaged in the first part of the project where they are creating an audio-visual presentation that introduces Charles County, Maryland and themselves to the Belgian students in order to create an open and friendly collaborative environment. The Belgian students are working on a similar presentation and we will be swapping videos in early January. Mr. De Baets and I are currently working on the details of the main project that will analyze the impact of the War of 1812 and the Treaty of Ghent. After this project, I will reflect on its successes and what can be done to improve it. I plan to have a global project at least once every school year, depending on the projects length, to provide an education that engages students and helps them develop the 21st century skills they will need to be socially responsible citizens that will contribute toward addressing many community development outcomes including improved health, reduced crime and violence, increased levels of literacy and employment (TakingITGlobal, 2007, p. 7). Students will also gain the skills they need when they enter a workforce demanding new skills including technology literacy, creativity, and cross-cultural perspectives (TakingITGlobal, 2007, p. 7).

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Second Reflective Essay A. Newton References: Global Education. (2010). Teacher resources supporting the integration of a global perspective across the curriculum. Retrieved from November 25, 2012 http://www.globaleducation.edu.au/ Hawkins, R. J. (n.d.). Ten lessons for ICT and education in the developing world. World Links for Development Program, The World Bank Institute. Retrieved November 25, 2012 from http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan008676.pdf ISTE. (2007). Educational technology standards for students. Retrieved November 25, 2012 from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 Larson, L., Miller, T., & Ribble, M. (2009-10). 5 considerations for digital age leaders: What principals and district administrators need to know about tech integration. Learning & Leading with Technology, 12-15. Retrieved November 25, 2012from. http://www.digitalcitizenship.net/uploads/LLDecArticle.pdf Oxfam. (2006). Education for global citizenship: A guide for schools. Retrieved November 25, 2012 from http://www.oxfam.org.uk/education/gc/files/education_for_global_citizenship_a_guide_f or_schools.pdf Partnership for 21st Century Skills. (2009). Framework for 21st century skills. Retrieved November 25, 2012 from http://www.p21.org/overview/skills-framework TakingITGlobal (2007). Making it global. Retrieved November 25, 2012 from http://tig.phpwebhosting.com/tiged/TIGed-MTC.pdf The George Lucas Educational Foundation. (2010). Big thinkers: Linda Darling-Hammond on becoming internationally competitive. Retrieved November 25, 2012 from http://www.edutopia.org/international-teaching-learning-assessment-video UNICEF. (2011). Voices of youth. Retrieved November 25, 2012 from http://www.unicef.org/voy/

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