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Use Technology to Develop Global Competence
Computers, video conferencing, computer games, online courses, blogs, video-sharing Web sites, smart phones, Web 2.0 tools, help connect our world like never before. They have bridged distances and increased our opportunities to learn from each other: to see new places, meet new people, explore other cultures, learn new languages, and share and develop ideas. Bringing the world into the classroom has never been faster, easier, or more motivating for teachers and students.
Educators agree on two key points. First, technology provides vital tools for twenty-first-century learning. Also, today’s students are indisputably motivated by technology. Digital devices are already familiar gateways to the world for today’s students. Used thoughtfully, these technologies can give students meaningful connections to people, places, and issues far beyond their own neighborhood.
How can different digital tools and formats be used to promote global learning within content standards for accountability? These technologies should not be considered a supplement for existing curricula, nor should they be limited to technology training courses. Instead, they can be used to help teachers meet their global learning goals across multiple curricular areas. Technology-based projects can be easily aligned to district and state standards.
A highly qualified professional in the knowledge economy requires the ability to pose critical questions and develop defensible responses to complex challenges. In developing these skills, teachers and students can tap a host of digital technologies. Locating and manipulating information online, collaborating in virtual work teams, and presenting and publishing via digital platforms is preparation for the future in a world that increasingly runs on technology.
Investigate the World
Digital technologies can help students investigate their world in many classes and curricular areas. A case in point is Google Earth, which is changing the face of geography, history, and science instruction. Students can investigate regions via satellite views or get street-level views of a specific location. Real-time views of ancient sites in Turkey or new construction in Hong Kong via Google Earth enlivens the study of places beyond the classroom in ways that photos and, in some cases, even video can’t match.
Randolph Elementary School in Arlington, Virginia, has a very diverse student population. Connecting to cultures that originate thousands of miles away can be challenging, but Randolph’s teachers turn to digital technologies to bridge the divide. They use Google Earth to discover the ancestral homes of students new to the United States and those whose families have been here for generations, as they study family histories in their curriculum. Lessons with this kind of personal association motivate students more than simply reading about cultures here or abroad.
Recognize and Weigh Perspectives
Globally competent students are able to weigh their own perspectives and those of others and also against the perspectives that data, science, and history offers. Students can also understand and articulate the differences between these points of view. One exciting way to provide such experiences is through digital technologies, which have been a major force in providing extended opportunities for global exploration, learning, and reflection. These technologies are especially valuable to students who don't have the opportunity to travel. Virtual worlds immerse young learners in a new environment and encourage exploration. Panwapa, for example, is an online virtual world created just for children, in the preschool and primary grades, by Sesame Workshop. Its Muppet characters have a familiar look and activities are designed specifically to help four- through seven-year-olds build respect and empathy for others, to spark an interest in other languages and global learning, and to develop a sense of responsibility as global citizens. Children join this virtual community and create their own avatar, select their home country, and even design a flag for it.
Third graders at Sugar Creek Elementary School in Verona, Wisconsin, have begun a virtual partnership with Morland Primary School in Ipswich, England. Students on both sides of the Atlantic share a Web site where they post photos and joint assignments. They have shared haiku, New Year’s resolutions, and videos in which they introduce themselves.
Online networks foster global perspectives among students by connecting them directly to peers around the world through collaborative learning projects. One of the most popular is the International Education and Resource Network (iEARN). This non-profit organization connects classrooms around the world via the Internet and other digital technologies. Classrooms work together on projects that meet learning objectives and have an impact on issues that affect students in all nations.
Communicate Ideas
Communicating ideas with peers in other countries is an important way to build global understandings. Clyde Erwin Elementary Magnet School in Jacksonville, North Carolina, connects with its sister school in Puebla, Mexico, through Elluminate, a Web conferencing program that also uses an interactive white board. Staff members won a grant to help Clyde Erwin students and their counterparts in Puebla collaborate on a book-authoring and -publishing project. They collaboratively published a book about “Canela” and “Erwin,” two teddy bears (one from each school) who visited each other’s country and had interesting adventures. The book was published in both English and Spanish. This type of collaborative learning works to foster cultural understandings as well as global content.
Using digital connections to communicate with native speakers, especially other students, is revolutionizing language learning. Students today can easily connect with their peers in another country, practice language skills with native speakers, see classrooms in other nations, and make a human connection with someone across the world.
The use of technology to develop global competence is done in three categories: Investigating the world, Recognizing and weighing perspectives, and communicating ideas. Students can investigate the world by using technology to visit other countries without having to travel. One way to do this is by incorporating Skype Education into the classroom. Over 15,000 teachers are using skype as a way to connect their students with students in other countries. (http://education.skype.com/)
Skype in the classroom gives students the opportunity to learn new languages, cultures, ideas, and the differences in the educational system. There's a big difference between the US educational system and the South Korean educational system. The average US student spends 900 hours in the classroom. (Comparing Education Systems Around the World). South Korean students attend school from 8am to 4pm. There is a break for dinner, then even classes begin with some Saturday classes available. (http://www.youtube.com/watch?v=sZ5hOaXD6Oc&feature=related)
Skype in the classroom can also help with learning new languages. Most countries are required to learn English. Using skype in classrooms within the US can help practice the language skills.
The Asia Society has criteria for measuring the global competence of today’s youth that is tough and far-reaching. Youth should be able to 1) investigate the world, 2) recognize and weigh perspectives and 3) communicate ideas. It is important for today’s educators to understand these skills and help our students use their minds, their curiosity and their technology to meet the challenge. In the article, Globalization’ s Impact on U.S. Education, Madeline Green states that due to the variety of cultures found in most American schools, it provides us “with a very, very rich source of learning for kids”. (Retrieved from http://www.america.gov.). With this rich cultural heritage within our schools, educators today must use that knowledge to help bring the outside world into our classrooms. Although learning foreign languages and travel abroad are the optimum for starting to learn about the world, with all the technology available, there is no reason that students in today’s classrooms cannot be global citizens. Using Google Earth and Virtual Earth, students can travel, explore and learn about world neighbors. If we use those rich resources within our classrooms, schools and communities as was reflected in the video of education in Canada, then we can bring the world to our students. Involving students in e-pals, Skype in the Classroom and Sister Cities, we can begin to bridge the gap between our students understanding of the world, and the real world. We need to 1) use the resources in our schools to enrich our daily instruction, 2) reach outside our schools to the community and business resources that will help make widen the point of view that our students share, and 3) use as many possible resources, from Global Exchange to the United Nations Cyberschool bus to help our students learn about the 21st Century world in which they live and will work. This work must start now so that our students can communicate, investigate and look at the various perspectives of their ever changing world.
"Globalizationâs Impact on U.S. Education." America - Engaging the World - America.gov. N.p., n.d. Web. 4 Sept. 2011. .
"Strong Performers and Successful Reformers in Education." Home | Pearson Foundation. N.p., n.d. Web. 4 Sept. 2011.
The Asia Society's criteria for global competence in youth are most greatly increased in our youth through technological resources. Communication and investigation of the world are most aptly accomplished through technological tools. Whether through research, social media, or communication tools, students everywhere are becoming more connected to a world that keeps getting smaller.
Students everywhere have an almost unlimited source of information regarding other cultures and individuals through social networking sites, as well as the various educational and media based sites regarding other countries. Students have become almost ambassadors through social media as they have developed relationships with other individuals from various lands.
To truly display global competence, our youth have to have an understanding that they are a part of something much bigger than their own circumstances. Globally, a sense of interdependence has been growing with each generation. Realizing that we are citizens of this new "global village" gives us a new perspective regarding their own lives as well as the lives of others. This change in perspective is one of the criteria set forth by the Asia society. According to Bambi Betts (2003), a global citizen is someone who "is empathetic, acts ethically, is outraged by social injustice, is willing to make some sacrifice for the common good, and is willing to act to improve the world."
As students become more aware of their world through study and communication, and gain perspective of their place in this new global village, they can grow in their understanding and competence in handing themselves in their new environment.
Betts, B. (2003, April). The challenge of global citizenship. Retrieved from http://www.theptc.org/articles/GlobalCitizenship.pdf
There are a number of different ways teachers and students can use technology in the classroom to develop global competence. With the many digital tools available today, developing global competence has never been easier, faster or more motivating. The three main criteria the blog focuses on are Investigating the World, Recognizing and Weighing Perspectives and Communicating Ideas.
Investigating the world can be done in a number of fun and realistic ways using technology such as Google Earth to investigate regions via satellite or street views, see where classmates came from, or visit ancient sites instead of just reading about them from the history textbook. Russo and Osborne suggest studying abroad may be a good alternative to simply just using technology to visit other regions (2008). Recognizing and weighing perspectives can be done using virtual worlds online. Virtual worlds help students explore new cultures, languages and environments. Teachers can even pair up with another classroom around the world so students can work collaboratively with students from other countries. Russo and Osborne believe that exhibiting cross-cultural sensitivity and adaptability is important in recognizing and weighing different perspectives. Globally competent students should challenge stereotypes of different cultures and make his/her own assumptions about the world (2008). Lastly, communicating ideas can be shared around the world with technology tools such as Skype, ePals, Elluminate, video conferencing, etc. Russo and Osborne discuss the importance of being able to communicate effectively in another language in order to gain a better understanding of cultures and the people associated with the given language (2008). Communicating and making connections across the world has never been easier with the many technology resources that are available today.
Reference:
Russo, S. & Osborne, L. (2008). The globally competent student. The NASULGC Task Force on International Education. Retrieved September 2 2011, from http://www.aplu.org/NetCommunity/Document.Doc?id=41
The students in our classroom today have grown up with a growing technology. They learn the new technology by trial and error. It is important that we find a way to bring the technology into the classroom and prepare them for a global world. They need to be globally competent. This means they must learn about cultures and be able to work within them.
In the article above they mention three different criteria that students need to learn. These are "Investigate the World, Recognize and Weigh Perspectives, and Communication Ideas." All of these are relevant to students learning about other cultures and being able to work within them and compete for world jobs. Schools need to train their teachers how to use different computer websites to allow students to learn about other cultures. Google Earth is a very good example as stated above. It allows the student to be aware of where the culture exists and read about them through digital technologies. This ties in with Communication Ideas. Digital technology such as Skype education allows students to communicate with students in different countries. The virtual world is an advantage that students have today. They can work with peers from across the globe or in their own country. United States is one of the most culturally diverse countries in the world. We can tap into this advantage by learning from each other. The PA Cyber virtual classroom gives students of different backgrounds to come together and learn.
In order for our students to be able to compete globally the education system needs to be revamped to meet their needs for future jobs. We have the resources now through digital technology. It would be a very good idea to start implementing it more. After all they are our future.
Reference:
http://asiasociety.org/education/resources-schools/professional-learning...
http://www.america.gov/st/texttrans-english/2008/July/20100831132512nero...
Developing a global citizen is a complex task that involves developing understanding and knowledge, skills, and attitudes with values. To be an effective global citizen, you must understand that the world is interconnected and works economically, politically, socially, spiritually, and environmentally. The ethic that is essential is to be just and equitable because humanity is one. Skills to be considered are being able to consult, problem solve, serve others, challenge injustice and inequality, mediation and negotiation. Abilities that need developed are innovation, complex thinking, and the ability to see an issue from several perspectives. A citizen with global capacity also displays characteristics such as empathy, acting ethically, outraged by social injustice, willing to make sacrifice for the common good and willing to act to improve the world. One of the concerns is that we lag behind in this area in America. (Kisch, 2010) She also mentions that another weakness in our educational system is that very few Americans can speak a foreign language. Service learning is another part that needs added into our weekly structure with students. If we weave into our current structure these goals and values we will be able to begin the process of developing global citizens.
Reference:
Kisch, M. (2010). Opening Young Eyes. International Educator, 9(10), 23-30.
Asia Society.org feels that in order for our students to be globally competent, they must investigate the world; recognize and weigh perspectives; and communicate ideas.
According to Russo and Osborne’s article, The Globally Competent Student, all three of these skills can begin with the study of foreign languages and study abroad; internships, and even classes with international faculty members. On the other hand, Bambi Betts (The Challenge of Global Citizenship) states that assessing global skills is challenging because skills, attitudes, and understandings are not easily accessible through our current education system. I think students in the U.S. would be more globally competent if we adopted some practices from the Chinese, Japanese, and Finland education systems. From the Chinese, we can adopt their practice of investing more time, money, and talents into finding the best educational opportunities. If Americans spent our free time as the Chinese in academics, or if parents invested high expectations on the children to succeed, just think how much richer we would be in global skills. (China already has its curriculum 100% online demonstrating technology advances). The Japanese could teach the Americans about respect for others and for education. I bet if the US had 100% attendance in city schools, there would be more emphasis on global awareness. (The Japanese classes are videotaped which can be used for mentoring purposes and retraining methods). The Finland schools could teach Americans how to successfully merge differing age groups over the course of several years into a productive classroom where high standards in core subjects rule out winners vs. losers, because the common goal is to have everyone successful. (Finland uses online education for peer collaboration). Technology advances are transforming our education systems and allowing the growth of interaction and knowledge among our country and others.
Referenced: Performance Tasks 1 and 3 of EDU 541
The Asia Society's criteria for global competence in youth are most greatly increased in our youth through technological resources. Communication and investigation of the world are most aptly accomplished through technological tools. Whether through research, social media, or communication tools, students everywhere are becoming more connected to a world that keeps getting smaller.
Students everywhere have an almost unlimited source of information regarding other cultures and individuals through social networking sites, as well as the various educational and media based sites regarding other countries. Students have become almost embassadors through social media as they have developed relationships with other individuals from various lands.
To truly display global competence, our youth have to have an understanding that they are a part of something much bigger than their own circumstances. Globally, a sense of interdependence has been growing with each generation. Realizing that we are citizens of this new "global village" gives us a new perspective regarding their own lives as well as the lives of others. This change in perspective is one of the criteria set forth by the Asia society. According to Bambi Betts (2003), a global citizen is someone who "is empathetic, acts ethically, is outraged by social injustice, is willing to make some sacrifice for the common good, and is willing to act to improve the world."
As students become more aware of their world through study and communication, and gain perspective of their place in this new global village, they can grow in their understanding and competence in handing themselves in their new environment.
Betts, B. (2003, April). The challenge of global citizenship. Retrieved from http://www.theptc.org/articles/GlobalCitizenship.pdf
Education today is one that is on the verge of a major shift due to the opportunities that technology has offered. Social sites offer anyone from around the world the opportunity to be seen and heard in real-time. The web connects global friends and family bridging the distance between them. This new brand of education has opened many doors for students and teachers that many may not have considered ten years ago. Both student and teacher can join classes around the globe because of this new technology. A teacher can teach a class from one site to students who are in a completely different location. The best of the best can now be in a classroom as a result of available virtual classrooms. According to this article the Asian society criteria are investigating the world, recognizing and weighing perspectives, and communicating ideas. As mentioned above, the technologies at the fingertips of education offer these possibilities. Programs allow students in Pennsylvania to travel around the world to investigate the topography or the culture of another country. This connection can lead to a greater respect for cultures other than the students within the particular classroom. This possibility allows students to not only investigate the world but also other perspectives.
I find it interesting that China is attempting to reform their education system by drawing on the strengths of the best performing schools by getting them to take responsibility for leading improvements at weaker schools. This is done in various ways, for example by “pairing” a strong school with a weaker school or by creating a consortium in which a number of schools in a specific area are grouped in a cluster with a strong school at the core. Available: http://vimeo.com/10293179
The U.S. educational system should take notes of the advancements of other countries in order to benefit the education of the youth of this country and once again raise it back to the top of the economic world.
Modern technology can connect classrooms all over the world. This technology can be used to help our students develop global competence. Global competence is vital for our educational system to prepare our students for the future. We must teach our students about the world; its cultures, languages, and how economic, environmental, and social systems work.
Different digital tools and formats "can be used to help teachers meet their global learning goals across multiple curricular areas" (Asia Society blog). Technology-based projects can be aligned to district and state standards and can help students explore the world in classrooms. Virtual worlds connect students to new environments and encourage exploration.
Using digital technology to communicate with native speakers, especially other students, is transforming language learning. In the video, Globalization and American Education, Madeline Green points out “Two areas that are crucial in preparing students for a globalized economy are language and foreign affairs. These are very important deficiencies of U.S. higher education. We are not turning out students who are proficient in other languages. Enrollment in higher education language programs is growing, but are not nearly what they were 30 years ago. What do American students know about the rest of the world? Our students don’t have a sense of what’s going on in the world, nor why it’s important to the future of the U.S. We have two tremendous jobs to do in American education.”
The globally competent student recognizes the value of international understanding for its own sake as well as for his/her own personal fulfillment. The importance of being globally competent does not simply rest on the promise that it guarantees a better job upon graduation. The globally competent student builds upon this established framework throughout life.
References:
Asia Society Blog: Retrieved 8/31/11 at http://asiasociety.org/education/resources-schools/professional-learning...
Globalization’s Impact on U.S. Education: Retrieved 8/31/11 at
http://www.america.gov/st/texttrans-english/2008/July/20100831132512nero...
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