ET630 Agenda Class 2

What's the point of Global Education? http://www.youtube.com/watch?v=zmkvtfEEFT0
Peters, Introduction, Chapter 1, Chapter 2

"It's safe to say that all students, no matter what their skill levels, intelligences..., or interests, can use these tools to experience global communications and develop meaningful connections with worldwide counterparts" (Peters, 2009, p. 11; emphasis mine). Is this true? What would be required of teachers to make this true?
"Writing an ePal partner, collaborating on a script to be used in a multimedia presentation, comparing and contrasting pollution levels of major rivers, or taking ocean temperatures at different latitudes are not distractions from the curriculum. These activities can serve as a way to generate higher levels of motivation and interest in subject areas through stimulating, hands-on involvement" (Peters, 2009, p.14). Is this merely about motivation and interest? What else might be involved?
"...it kind of created a situation in which the Internet is being used as one big reference tool. If students need to know something, they look it up and go back to work, and it is not seen as a tool for innovation and collaboration and creativity. That concerns me. There is an opportunity that has been lost there" (Carvin, as cited in Peters, 2009, p. 19).
In groups, think about a way that one pathway might resonate with you and how you might structure an activity that uses that pathway:

"Taking a closer look at what today's subject area standards are requiring of teachers, it is clear that teaching a globally-aware curriculum is not a diversion, but an essential part of fostering a 21st-century learning environment" (Peters, 2009, p. 36). Can you integrate global perspectives in your curriculum?

View "Because of My Race or Color" Chart (you do not need to answer the questions; just read them)
I recently have been to two talks that were about classrooms involved in discussions of race, ethnicity, and culture. One framed the discussion around literature circles and books from an ethnic perspective and the other was a social studies class discussion about racism and oppression. Both were very diverse classrooms in which students could discuss race without tokenism.
Would it be possible to extend a discussion between two classrooms, each of which might not be diverse in and of itself? One key to the success of the two discussions was the rich relationships and safe environment fostered by the teachers? Is that possible at a distance?

Internet Projects on the World Wide Web
- Science Resources and Projects
- A Closer Look at 3 Projects
RSS

How to subscribe to blogs, podcasts, pages, etc.
Locate several resources to which you might want to subscribe (at least one related to Educational Technology)

In grade-level groups, think about what students at your grade level can be expected to know about critical information literacy
List at least two or three things
Brainstorm ideas for an activity that might teach these things
Group 1: Lisa, Sam, Jesse S.,
Group 2: Natalie, Becky, Matt
Group 3: Julie, Sarah, Liz, Cheryl
Group 4: Amy, Stephanie, Mandy
Group 5: Jess F., Teresa, Ashley

If we put all our learning together, will students be able to progress through school with a strong sense of critical infromation literacy?
If not, what are we missing?

Brainstorm Critical Information Literacy on the Web
- In groups based on the grade-levels you teach (primary, intermediate, middle, high school), brainstorm age-appropriate topics to explore in the format of the Nazis on the Web activity.
- Look for websites that you could use with one of those projects.
- Each group should email to the class a list of at least three potential topics, a paragraph about one topic that was selected, and a list of websites that provide a variety of perspectives on the topic.

Telecollaborative Brainstorm:
- Think about your curriculum and think of 2 or 3 areas that might benefit from a connection with other classes via the Internet.
- Brainstorm ideas for projects in that curricular area.
- Share with the class (note other students who might have overlapping interests with whom you might develop a project together).
Probably Next Time: Review of Introduction to Creating Web Pages With HTML

See Marcovitz, Chapter 9
Look for Head First HTML with CSS and XHTML, listed as secondary text on the syllabus
A Complete Guide to HTML
HTML Code Tutorial

This page was prepared by: David M. Marcovitz, Ph.D.

Last updated: January 16, 2013