ET630 Agenda Class 2 AM

Web Search Warmup:
- What two historical documents were linked from the main White House Page in October 1997?
Questions and Announcements

The broken document, "Internet Basics for World Wide Web Beginners," can be found archived here.
Questions

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?

Group 1: look at sites 1 and 4
Group 2: look at sites 2 and 5
Group 3: look at sites 3 and 6
What are the organization's relationships to Nazism?
What does the Marcovitz chapter, Critical Information Literacy (on Moodle), say about your sites?
What would the Bruce article, Credibility of the Web. say about them?
What would the different approaches to reading, from the Bruce article, say about this site?

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

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

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

Last updated: June 19, 2012