Week 11 Reflection

While reading this section from Brave New Schools about an Internet scenario in “Explorations”, I couldn’t help but think how far we’ve come, as educators with the use of the Internet. At the time that this book was published—in 1995—the use of the Internet in the classroom setting was very new. Teachers were faced with the challenge of figuring out how to us it effectively while engaging students simultaneously. Ms. Reyes, the fifth grade teacher featured in this reading section, was very ambitious and embarked on a journey of her own to figure out how to create a unit around the topic of “explorations” with the use of the Internet. ERIC was a resource that Ms. Reyes found that provided her with an abundance of lessons and other resources that were useful for her planning of the unit. Furthermore, the use availability of Parents AskERIC, helped her to engage parents, as she often tried to do in her academic planning and teaching. I find this service to be especially important when students come from diverse backgrounds and varying cultures. My personal experience with diverse students has proved that it is often difficult to involve parents that either do not speak English or speak very little English. Thus, a service like Parents AskERIC seems like an excellent way for parents to be able to find information on their own about topics such how to aide in their child’s development and academic achievement. As an educator for students that come from diverse backgrounds, I find myself trying to help parents become involved in their children’s learning experiences in the classroom. Today, there are many different services that aim to help parents become educated and involved in the school setting. In my school, we hold Parent Group sessions, when the school social workers “teach” parents different coping skills that will help them to work with their children (who have emotional and behavioral difficulties). Once parents become involved with these Parent Group sessions, they become attached and really enjoy attending them. This in person service seems very similar to an online service that provides parents with important resources that can help with their children’s development. This makes me think, however, about which service is better—online or in person? My thought is that it would depend on the parent’s preference and ability to either attend a session or to simply find resources at their own leisure.
Ms. Reye’s experience with using a LISTSERV to both connect with teachers regarding theory and practicalities of teaching in addition to class to class collaborations is an excellent way to easily gather information that can aid in the planning and teaching process. Ms. Reyes simply sent a message on her LISTSERV and received one back from a teacher from another country. Ms Reyes was able to coordinate with this teacher and her students were able to compare their experiences learning about both historical ideas, in addition to their learning about space exploration. In my School Library class, I signed up for a LISTSERV. I was overwhelmed with the number of messages that I received daily about various topics. I was able to post a question in the form of a message, and within less than a day of sending it, I had received an abundance of messages in response to the question that I had posted about book banning. I found LISTSERVs to be very useful and helpful when looking for an answer to a specific question. However, they can also be quite overwhelming. Something that teachers must learn is how to effectively weed out the important messages and information received from the messages that may not be of importance to their own teaching experiences.
The use of the Internet in gathering resources for teachers is extremely valuable. Teachers can find resources that help them in their classrooms to both plan and teach lessons, in addition to helping parents access information to help them with their children’s academic achievement and development. When explored and used appropriately, the Internet can provide parents, teachers, and students with a wealth of information to help them as they progress through their educational careers in the school setting.

Annotations

Stevens, K. (2007). The development of virtual education environments to support inter-school collaboration. Turkish Online Journal of Distance Education, 8. Retrieved from: http://tojde.anadolu.edu.tr/tojde26/articles/article_2.htm
This is a journal article that discusses the use of the Internet as a tool for collaboration between schools in Canada. The author discusses five stages that computers has experienced as they have become increasingly useful in the classroom setting. The use of the Internet as a network to connect rural and urban schools in Canada have opened up doors for students and teachers, as they become learners engaged in the world beyond the classroom walls.

The Global Gateway. Retrieved from: http://www.globalgateway.org.uk/default.aspx?page=4705
This is a website for a program, sponsored by the UK, but open to the world, where students can find schools across the world who may be interested in a collaborative project. The website provides resources to use in the classroom, in addition to a link that helps to find a partner school in countries all over the world. I find this website to be full of useful resources for the classroom setting.

Global Nomads Group. Retrieved from: http://www.gng.org/home.htmlThis group, established in 1998, aims to create international programs for students about global issues. The website features information about programs sponsored by the group. Programs for the Fall, 2009, include Rapid Response, a program that focuses on emergency response from events such as Hurricane Katrina, 2-Part Pulse, a program that provides students with the opportunity to participate in virtual town hall meetings to discuss challenging issues today, and a few others. The website also features videos and other media clips for both teachers and students to watch in order to become educated on various global issues.

Week 10 Reflection

While reading this article, I couldn’t help but think how much the Internet and research has changed since the time that this article was written. However, though there have been so many changes with the Internet itself, the practices and importance of using the Internet in appropriate and effective ways has remained rather consistent. The importance of building learning communities using online sources has always been a focus of the Internet’s use in the classroom setting.
Even since the beginning of Internet use in the classroom, there has been a digital divide. The authors state, “The gap between “info-rich” and “info-poor” is demonstrated by the statistic: Schools with larger proportions of poor students are only half as likely to have access to the Internet versus students serving wealthier populations.” How could this have been prevented from the start? Was there a way? I feel like most of the use of Internet was learned as the Internet unfolded and its uses were learned. It is sad to know, however, that since the beginning of the Internet, nothing was able to be done that could have fixed or minimized this digital divide that exists more than ever across the country and across the world.
When students use the Internet, it is extremely important that they know how to be appropriate with it. Appropriate Use Policies (AUPs) are now put in place within schools across the country to educate students about the appropriate usage of the Internet. Students learn about, read, and sign these policies so that they understand the correct ways to use this form of technology. In addition to these AUPs, teachers must also educate students about how to evaluate online sources. We must teach students that just because information is posted online, it does not make it reliable. I believe that teachers and parents are responsible for educating students about biases that exist within information provided on many different websites. The article states, “Before students commit to a belief, they should become aware of the range of existing opinions and to identify, at least, some of the ones they do not accept.” I completely agree with this statement and think that it needs to be left to parents AND teachers to teach students this important principle. Just as students need to learn how to evaluate print sources, they also need to evaluate online sources. Furthermore, educating students about the importance of citing sources is a crucial step to take when using Internet resources for research purposes. If students begin learning about how to effectively evaluate and cite sources at a young age, it is hopeful that as they get older and progress through their educational careers, they will only become better writers and students, as a result.
The Internet, in addition to being an excellent resource for finding information, can also be used as a tool for communication. This communication can take place between students, students and teachers, or even teachers and parents. Blogs, wikis, and other Internet sites can be used as the place where students write and communicate their thoughts about a given content area. Teachers can comment directly on the website and parents can also access student work. Though this is of great benefit to teachers, students, and parents, I find that it can also become problematic. When parents have full access to work that is completed by students, they can become very critical and may begin to question the teacher about student grades and feedback. The article discusses the positive benefit of using the Internet as a communication board for parents to critique their children’s work. Though it is presented as a benefit, I find it to be the opposite. Parents can often be very critical of their children and giving them access to be able to critique their work online can either discourage their children or inadvertently offend someone else’s child. I feel that the Internet has great uses as a tool for communication between parents and teachers, but parent access should be limited and they should only be able to see their own children’s work without the ability of writing comments. The work that is done as a part of a school assignment should be commented on only by the teachers and staff from the school setting.
Overall, the world wide web has many uses in the educational setting. It has always been seen as having great potential as a learning tool. However, it has also been known that Internet usage within schools needs to be regulated and students need to be educated on appropriate use of it. Though there have been many transformations and changes with Internet usage today, the fundamental uses have remained the same. In time, I think that the Internet will continue to change and its use in the classroom will change, as well. However, we, as teachers, must be aware of how to educate our students about how to use this tool appropriately and effectively in order to enhance their educational experiences.

Annotations

American India Foundation (2009). Retrieved from: http://www.aifoundation.org/default.htm
This website for a nonprofit American development organization aims to bridge the digital divide that exists among children in India. The organization, which works out of New York and California in the United States, and New Delhi and Bangalore in India, attempts to bridge the divide by providing computers and other forms of technology to students in Indian schools that do not have such resources. It seems to be an organization that has raised money in order to help bridge this divide effectively.

Bridging the Digital Divide for Kids (2008). Retrieved from: http://www.youtube.com/watch?v=4P6FP6JJazY
This is a YouTube video that highlights some of the work that has been done by the American India Foundation. Indian students are interviewed and the positive effects of this organization are highlighted.

Hoar, J. (2006). The Digital Divide 2.0. CBS News Online. Retrieved from: http://www.cbsnews.com/stories/2006/06/09/gentech/main1699023.shtml
This is an article that discusses the change that the digital divide has encountered, from simply being a disparity between the availability of computers to now being “more than lack of a machine.” The author writes about some of the ways that companies try to bridge the divide and the obstacles associated with make positive changes.

Week 9 Reflection

The framework of the ETIPS Digital Equity Cases seems to strive to achieve an equal balance between students’ access and use of technology inside and outside of the classroom setting. While reading the seven principles, I found myself hopeful that teachers can achieve and live up to these principles in their respective classroom and school settings.
The first principle discusses the importance of each student and family receiving equal access to technology within their community settings. Teachers, it states, can help families who do not have technology in their homes by providing them with information about where they can access computers within the community setting, such as Boys and Girls Clubs, libraries, or even by providing families with organization names that donate refurbished computers. In order to figure out which families are in need of such resources, it is recommended that teachers conduct surveys at the beginning of the year to find out the extent of access that each family has. One problem that I would face with this survey in my own classroom setting is the fact that often time, when I send papers home, they do not come back to school signed or completed by parents. It seems that the families that may be in the most need of technology do not have the time to complete a survey as they make work at night. Furthermore, even if we, as teachers, provide families with names of places that have computer access open to the public, these families may not have the transportation to get them there or the time to help their children get there. How do we, as teachers, help these families? I find that I am asking myself these questions with regards to my own classroom population.
The second principle focuses on the importance of educating teachers about how to effectively use technology. This is an extremely important step in contributing to the success of technology use in the classroom. Even if teachers are provided with computers or other forms of technology, they may not know how to use them effectively. Before enrolling in the Educational Technology Masters Program at Fairfield University, I was unaware of many of the tools that exist on the Internet for both teachers and students to use. Though I have been given a list of websites to which we have subscriptions, etc., I did not know of available sites, such as ICONN and other resources to help me as a teacher. Thus, it would seem correct to say that most teachers are unaware of teacher tools on the Internet. Professional development with the use of technology would greatly help teachers to both become more comfortable with using and teaching with technology in addition to showing them the many available programs and tools that can be used with computers. The importance of professional development is often left on the backburner due to things such as budget cuts, etc., and though it may not seem crucial to student progress, without training with technology, students are not learning to their fullest potential. Though it seems that many teachers are resistant to using technology, it might simply be due to the fact that they are not comfortable with it. According to the article, a major national study found that, “fewer than 5% of teachers using technology in their instruction, even though federal studies estimate that 97% of the nation’s classrooms have access to the Internet and computers.” Is this because of lack of teacher training? I think so. In my school, this is definitely the case. There are many teachers that would love to learn how to implement technology, but finding the time and the resources to learn gets in the way.
One step that educators can take in helping each other learn how to effectively use technology in the classroom is by communicating. If teachers do not feel comfortable teaching with or talking about technology, they often become silent. The seventh principle stresses the importance of all teachers to discuss what they feel needs to be done with regards to the use of technology in their schools, so that technology experts can help provide for professional development opportunities. Administrators and technology specialists should make all teachers feel comfortable and encourage all teachers to engage in team meetings, where technology use is discussed. This could help in increasing the comfort levels of many teachers in addition to sharing lessons that have been successful with the use of technology.
After reading about these seven principles, I was left with an important question that may not yet have an answer. Why are teachers held accountable for teaching content and meeting standards but are not yet held accountable for using technology? Will there be a point when students’ knowledge and familiarity are tested on standardized tests? I don’t think the answer in improving technology use in schools lies in testing, but it is an interesting idea for me to think about. Maybe if teachers continue to collaborate and discuss the benefits of technology use when teaching content, a trend will begin and technology use will increase across all student populations.

Annotations

Bridge the Digital Divide. Retrieved from: http://www.bridgethedigitaldivide.com/
This is a website sponsored by CNET Networks and UK charity Computer Aid International that aims to bridge the digital divide across the country. The site can be used to make PC or financial donations or to learn about the digital divide and its effects worldwide. I think that site is one step in the right direction to help fix this problem that exists worldwide.

Worldwide Community Schools (2008). Retrieved from: http://www.myworldwide.org/
Teachers can use this website as a starting point to help students in other countries receive appropriate educations. Support can be given in monetary donations of any amount, which can be put towards building new schools, sponsoring students to go to schools, or giving teachers the tools they need in order to educate students in developing countries. Though the site serves a good purpose, I don’t know how teachers or other individuals would find out about it or be inspired to donate.

The Center for Global Education. Retrieved from: http://www.globaled.us/
This site, managed by Loyola Marymount University, promotes international education to help students understand multicultural awareness. Projects sponsored by this center include study abroad programs, and resources to assist in research about study abroad programs. This Center seems to promote global education to a college aged population.

Week 8 Reflection

I have a difficult time facing the fact that the children that I am currently teaching will be the future of our society. I think this is due to the fact that they seem so young and naïve with regards to societal issues that face the world today. However, when looking at the abilities of these children with regards to technology, it is no wonder that they hold the future. My students, made up of a diverse population of students ranging in socioeconomic statuses, all have an intense desire to use technology in addition to a strong knowledge base of how to use various technologies both inside of and outside of the classroom setting. Thus, it seems that with the integration of technology and content areas, students can be engaged and enthusiastic about their learning.
“Preparing Disadvantaged Youth for the Workforce of Tomorrow” is an article that focuses on the use of technology with disadvantaged students and how it can positively impact their futures. According to this article, the use of the Internet is increasing across all socioeconomic categories and families with children and more than likely to own computers. This increase in technology use in the home setting has contributed to the awareness that young children have with how to use technology and the endless possibilities that are available when learning with technology. In my classroom, my students are able to use the internet to find new games and information that they find to be interesting. Though these students have not received direct instruction with using computers, they are able to effectively find new websites and programs that they find to be interesting. The article states, “Not only do they [youth] comprise the next generation of workers and citizens, but they are uniquely able to make use of technology” (p.20). Their creativity with technology provides students with the opportunity to be creative in the classroom setting. I feel that if teachers give students the chance to use technology in the classroom setting, their creativity and knowledge with technology can shine through. It is important to give students guidelines for a project, but the opportunity to be creative with the use of such technology is extremely important and good for the self esteem and success of students.
Of key importance to technology use in the classroom is teacher training with it. The authors state, “Among the key challenges [to advancing the agenda of e-inclusion]: creating partnerships, encouraging training and integrating with existing youth development programs” (p. 22). It is imperative that both teachers and students receive the proper training with using new technologies so that is can be used appropriately. The proper balance between training and allowing for creativity is difficult to maintain, however. I find myself in a struggle with how much leeway I give my students when using technology as far as their creativity goes. As I previously stated, students can be creative with technology use and should be able to express such creativity in the classroom. However, where do I draw that line? When teaching students from disadvantaged backgrounds, it is important to set standards for technology use and make sure that students are both appropriate yet creative simultaneously.
Striking a balance between allowing for creativity while maintaining standards and boundaries with technology use is difficult. It is my hope that with proper training with the use of technology, teachers can help students to become efficient users of it. This would mean that teachers are able to teach students how to use technological tools in the classroom appropriately, while letting the creativity of all students shine through. By maintaining a balance, disadvantaged use can take full advantage of the positive effects that technology has to offer and apply such benefits to their career fields in their futures.

Annotations

Council of Chief State School Officers (CCSSO) (2009). Retrieved from: http://www.ccsso.org/
This is a website about the non-profit organization, CCSSO, made up of public officers from around the country who head elementary and secondary education in the United States. The website has a list of available projects for teachers to read about. Also, there are many articles about the CCSSO in the news. I think the goal of the organization is great, but the website is a bit difficult to navigate.

Foreign Policy Association (2009). Retrieved from: http://www.fpa.org/
This non-profit organization tries to educate American citizens about world issues that affect the lives of everyone. The site focuses on secondary and college level topics and themes and provides blogs, videos, articles, and various updates about world issues such as Human Rights, Cuba, Global Food Crisis, and many others. This site seems very useful in a higher education classroom.

SPICE (Stanford Program On International And Cross-Cultural Education). Retrieved from the Stanford University website: http://spice.stanford.edu/docs/about_spice/
This a program sponsored by Stanford University that provides resources for teachers in K-14 schools that focus on international themes across all discipline areas. Teachers can purchase different curriculum materials or take advantage of free videos and information about various international topics on the website. Videos and other resources are available with a focus on many different age levels.

Week 7 Resources

Annotations
Global Education Partnership (2009). Retrieved from: http://www.discoveryglobaled.org/who.html#oldtab1
This site, run by Discovery Education, provides information about the Global Education Partnership. This program provides underprivileged countries with information about educating students, using mediums such as TVs, and providing teachers with training about how to use television as a learning tool. I think that this program is an excellent way for the U.S. to help countries in need. This site can be used in the classroom to help students understand the differences in education across the world.

CISV International (2008). Retrieved from: http://www.cisv.org/index.html
This site is an organization of a global community of volunteers who create opportunities for children to interact with children from other areas of world in the programs that they offer. Programs include camps that promote global friendship and range in age groups, from age eleven through twenty-five plus. The programs offered seem like a great way to get students to interact with students from many different countries in person. The only information that I couldn’t find was where these camps are located.

The Choices Program. Retrieved from: http://www.choices.edu/index.php
This is a program, through Brown University, that has a mission of empowering students with the skills and knowledge based to become global citizens who are able to address international issues through dialogue and other means. There is a great wealth of information for teachers to use in their own classrooms, in addition to professional development opportunities.

Week 7

“The Web and the Plow”, chapter two from the book, Breaking Down the Digital Walls, presents the revolution of technology in a very interesting way. The analogy that was made between technology and a plow in the fields was very interesting and true in my eyes. As the text states, technology comes so fast that we never feel fully confident about what we’re doing. This is the same with the case of the plow and the farmer in his fields. Before the use of plows on farms, Louie—the farmer—gave animals names, which demonstrates the ideas that the plow is not just an ends to a means. Similarly, teachers should treat technology with the same respect. It cannot simply be used as the ends—it needs to have a higher purpose. Technology needs to be used as the medium to achieve content learning, not as the end in and of itself. However, this task is often difficult because technology is always changing. I see the constant changes in my own classroom with the availability of new technology that exists on the Internet and within varying computer programs. For example, in my school, we recently learned how to use a website that serves the purpose of allowing teachers to create and edit Individualized Education Plans. Shortly after learning how to use the web-based program, they revamped it and changed many of the important ways to work on documents. Though this program is not for use in the classroom setting with students, this example stills goes to show how after learning something, it changes shortly thereafter. This makes it extremely difficult to keep up to date and to be able to effectively use technology in the classroom setting.
An important point that the authors make in this chapter is the fact that skills with the tool (technology) doesn’t imply that comprehension of the material has occurred. I believe that technology, when used correctly, should cause students to understand the material. If students do not comprehend the content of the lesson through the use of technology, then it is a good indication that the technology is not used effectively or to its fullest potential. Furthermore, the idea that computers can distance people from learning is not correct in my eyes. Again, if teachers seek out and use technology correctly, then computers can achieve quite the opposite. Websites such as E-Pals help to connect students from different areas of the country and even the world. Programs such as these serve the purpose of closing the gap between cultures and helping to create global citizens in the classroom setting worldwide.
Chapter two concluded with the idea of telecollaboration. This term refers to an activity that is not simply technical. Rather, it is a type of activity that helps students to search for opportunities for growth. Chapter four, “Utopian Visions, Dystopian Worries”, continues to discuss this idea of telecollaboration and the differences between it and telecomputing and telecommunication. The authors state, “Telecommunication was too ambiguous a term to describe it [the work that they did with their students]” (p. 63). Telecomputing refers to the general activities that can occur online. Telecollaboration, however, implies collaboration between human beings and human interactions through the use of some technology. Telecollaboration was the emphasis of the project carried out by Monke and Buddy, across seas. The first project—Project Utopia—focused on a comparison between Asian students and students of the Midwest. After carrying out the project, Monke realized that the project needed to have more of a concrete topic/focus in order for students to reap the most benefits possible.
The importance of having a focus/theme before planning a unit is great. Before I began to plan my unit that I will design for the final project of this course, I came up with a theme that I wanted to carry out with my lessons. For me, the theme is to highlight the similarities and differences between young students of Venezuela and young students of the United States.
Another obstacle that they encountered through their work was the lack of physical presence between students. This created communication that was impersonal. It seems that in today’s world, however, this might be different. Programs such as Skype can allow for more of a personal communication between people across the country or the world. In my final project unit, I plan to incorporate the use of Skype so students can have a more connected experiences with those that they communicate with in Venezuela.
The South African’s Elections Internet Project of 1994 was the project that was planned after implementing Project Utopia. Because Monke and Buddy had learned from their “mistakes”, they were able to make this unit more engaging for students. This is a common way to teach and plan units. After teaching one unit, teachers are able to learn from their mistakes and make necessary changes. This is the way that I have experienced teaching. As a third year teacher, I feel that I have improved my lessons and unit plans every year. The South African project had a focus from the start, which helped to engage students and give them a purpose for their learning. Especially with older students, it seems that setting a purpose for learning is a necessary step before teaching. By doing so, students can understand why they are participating in various activities and focusing their learning on a given topic.
One thing that I found interesting about this project was the fact that they were struggling to find people around the world to participate in the project. However, within a short period of a time all of a sudden, this changed. There was a huge influx of messages to Monke about participating. What caused this sudden change?
An important part of this project that I really liked was the fact that students weren’t graded on what they learned. Rather, they learned from the experience of communicating with others about a specific topic. In today’s public schools, it seems that it is quite the opposite. Grades are always focused on what they learn and how much progress they make as far as testing goes. No Child Left Behind has put such a strong emphasis on testing, that often times, experiences such as collaborating with others are often left on the backburner. It is my hope that the focus will shift yet again and students will be given opportunities to engage in activities that promote global citizenship rather than focusing on testing procedures.
Even though this project was successful, there were, of course, still some problems. One of the problems faced is something that many teachers face today. Because the teachers were faced with the fact that AP exams were coming up, they were forced to end their project and focus on preparing for the test. Again, it seems that these activities, which promote teamwork, global communication, and hands-on activities with others, are put on the backburner for testing across all age levels. This is a sad reality that, as I had said, I hope will change in the near future.

Week 6 Reflection

While reading chapter 1 of Breaking Down the Digital Walls, by R.W. Burniske and Lowell Monke, I recalled the conversation we had in class a few weeks ago about this topic. Because this collaboration took place in 1987, I found myself very intrigued by the differences in type of communication that occurred throughout the collaboration between teachers. The internet in 1987 was barely available, which caused collaboration then to be very different than how it could be in today’s classroom settings. Furthermore, the standards and values that people had were very different, which also contributed to the wide differences in collaboration that occurred.
Lowell and Burniske’s meetings in the Manabi Hut served the purpose to inspire students to become engaged in open minded inquiry. However, it was noted that they, themselves, encountered difficulties in engaging in such discourse. This brings up an extremely important point when collaborating and planning lessons for the classroom. I believe that teachers must be open minded and eager to guide their students towards discussions in which the students are genuinely interested and engaged. If teachers are not able to engage in such discourse on their own, it is very likely that students will not be eager to do so either. Thus, in order to ensure that teachers provide positive models for engaging in open minded inquiry, it is important to use resources in the classroom that provide students with varying opinions on a given topic. In the chapter, the authors discuss how the purpose of a text is to inspire dialogue rooted in the belief that “truth was found in dialogue” (p. 10). I think that this refers to the idea that because language was the only way to convey ideas, what we read is based on the truth of such language. This idea is extremely important, but it is equally important to note that in today’s world, there are multiple ways of conveying information and ideas, including video, radio, and other forms of media that can convey meaning without using spoken or written language. Though the media has changed the way we tell stories or information, such information has not changed. Technology has provided us with news means to the ends; not new ends.
I found the story of the lion and the man very interesting. The man claimed to the lion that he was stronger and because the lion didn’t believe him, he proved it to him by showing him a statue of a man defeating a lion. Though this statue may been a source of proof for the man, it is important to note that the man made the statue. Thus, what is the truth? This story can be translated to the classroom setting by telling students that there is truth in specific articles or textbooks. The truth that is spoken in such resources may be skewed to convey the ideals of one particular viewpoint. In one of my undergraduate classes, I read a book titled, Lies My Teacher Told Me. This book discussed history that is taught in classrooms across the country and the problems that lie within such teachings. Because we read from textbooks made in the United States, we often do not get the entire truth about negative aspects of our own country. The book discusses the fact that these lies are purposefully kept from students so that they see our country as superior. Though I am not quite sure I believe this text completely, I do believe that it is important to use resources that vary in opinion so that students can see multiple perspectives of a situation, and therefore FIND the truth on their own.
Another point that was made in this chapter was the fact that as teachers, we need to move beyond the technique of students answering questions that we present. Instead, students should gather background information about a given topic and then create their own questions to answer. I feel that this would make learning meaningful to the lives of young students. Elementary school children are often interested in only what revolves around them. Thus, if they are able to create questions that they feel are important (with the guidance of teachers), the learning that will occur will becoming meaningful to them and therefore make a difference in their lives.
The chapter concludes with two important questions that teachers should ask themselves when planning lessons. “What might students gain from this? What might students lose from this? (p.13)” These questions are extremely important and can absolutely help to guide teacher instruction and student learning. When using technology or other resources to plan lessons, teachers must look for the student benefit as far as content gain. If the technology is simply used as the ends of purpose of the lesson, then it may not positive impact student learning. If, however, the technology is used to deliver the content, then there may be more of a positive impact on learning outcomes. These two guiding questions can help teachers to create and teach lessons that have as much of a positive impact on learning experiences as possible, thereby enhancing overall student learning outcomes.

Annotations

Heifer International (2008). Retrieved from: http://www.heifereducation.org/site/c.lwL0KlN1LvH/b.3993181/k.BDA8/Home.htm
This website, run by Heifer International, provides teachers with information and resources to help achieve the organization’s mission of ending poverty and caring for the Earth. The resources vary from lesson plans to online games and activities that help students learn more about hunger around the world. In order to access resources, teachers must create an account with a username and password.

Nobel Prize (2009). Retrieved from: http://nobelprize.org/educational_games/
The Novel Peace Price website provides individuals with information about the history of the Nobel Prize and also provides various educational games online that are based on the works of a specific Nobel prize awarded throughout history. Though the site is based on the Nobel Prize, I don’t feel that the activities make a true connection to helping to create global citizens in the classroom setting.

Explore Africa Today (2009). Retrieved from Discovery Education from: http://africatoday.discoveryeducation.com/
Discovery Education provides teachers with lessons and activities that explore the country of Africa in depth. Teaching guides include vocabulary, writing prompts, and interactive media including videos. I think it’s great that students are able to compare their own culture to cultures of different children across varying African countries. Furthermore, the website breaks down the topics covered so that students are able to directly compare facets of American life, such as the environment and culture, with those of life in Africa.

Brave New Schools Chapter 4

When reading the chapters on the collaboration that has occurred between schools around the world, I found myself shocked at the fact that global collaboration has been going on for nearly one hundred years. Chapter four in the book Brave New Schools highlights the history of collaborative exchanges between classes from different parts of a single country. The importance of such exchange is discussed in the text Educating Citizens for Global Awareness.
The communication that occurred between students in different parts of Italy helped students to hear the difference in dialect in the Italian language. The same realization occurred among students in New Haven and San Diego with the differences in the Spanish language. The fact that the students were able to hear each other speak is extremely important in helping the students to truly understand the differences between the same spoken language. If students were simply taught that in different areas of one country, people speak slightly different, the students would not have gained the same understanding of the differences that exist. Because, however, the students were able to hear others speak in an audio tape, they came to that realization on their own, which becomes more meaningful, as a result.
The “cultural packages” that were sent by the two classrooms in France seem to be an excellent way to give students an experience seeing important items from a culture firsthand. Items that were sent, such as flowers, food, perfumes, etc. serve to teach students about important items in their cultures so students can see and compare differences. While reading about this exchange, it caused me to wonder whether such packages would be acceptable today. It is sad to think that we live in a society where we have to worry about what is sent in closed packages. Students are required to carry clear backpacks, so that all items inside are in clear view. Knowing about rules such as this makes me nervous that sending packages to and from different schools would pose a risk to students within the school systems. It is my hope that such worries would not be thought about, but sadly enough, safety and interaction with others is of huge concern with young students today.
The emphasis on safety and threats today leads me to the next important idea that was discussed in the text, Educating Citizens for Global Awareness. The example of the high school student whose jacket was stolen off of his back is an event that is concerning, but important for students to be aware of. Because the students were able to discuss the situation, they were able to commend the boy on his ability to resist using violence and walk away. Furthermore, the students were able to problem solve and help the student to be able to purchase another jacket. Because the students came up with the idea of donating money on their own, the purpose became meaningful and real. Though students often participate in fundraising activities, they often fail to realize the real meaning of the fundraising. With a personal connection to the purpose of donations, students understand and learn from such experiences.
The example of the murder of the Pakistani boy who came to Massachusetts to discuss his experiences as a child laborer prompted the students in this country to start a campaign to raise money to try to start a school in Pakistan to give all the chance to an education. The students in Massachusetts wanted to start the campaign on their own because they had the personal connection and memory of the boy’s story. If the students had simply learned about the injustices in Pakistan, they may not have cared to go as far to raise money for a good cause. When looking back on my personal schooling experiences, I do not remember ever feeling connected to an unjust situation enough to want to make a difference. If schools help students to connect with others around the globe, they may feel compelled to make a difference. If enough students feel such a desire to make a difference, then a difference can be made and voices can be heard. Giving students a voice in the global community can make important changes for the best of all individuals.
Global collaboration has been going on for many years. Today, it seems that it is only made easier with the use of technology. When used correctly, technology such as the Internet and many available websites can help students become global citizens in an ever changing world.

Annotations

Free Rice. (2009) Retrieved from: http://www.freerice.com/
This free website gives users the opportunity to learn new English vocabulary words for a good cause. Users are given a vocabulary word and are required to choose the correct definition for the word. For every answer that is correct, Free Rice will donate ten grains of rice to help end hunger through the UN World Food Program.

Panwapa. (2009) Retrieved from: http://panwapa.com/panwapasplash.php?intro=no
This website is designed for students in grades kindergarten through second grade to learn about becoming global citizens. It was created by the same people who created Sesame Street. Students can watch videos, play games, and learn about different countries from around the world. It is a great site that is geared for young students and is very interactive and engaging with catchy songs, cute characters, and engaging games.

Let’s Say Thanks. (2009) Retrieved from: http://www.letssaythanks.com/Home1280.html
This program, sponsored by Xerox, provides teachers, students, and families with the opportunity to thank soldiers who are currently serving in the United States military. Users select premade postcards that were designed by children from across the country and then select from a menu of message options. The postcard is sent electronically to a soldier. This is a great way to give students a personal connection to soldiers and teach them about the importance of a soldier’s duties in our country.

Digital Walls Chapter 3 Reflection

Many teachers are beginning to engage their classrooms in telecollaborative projects. With technologies such as the Internet, these projects become much easier to plan and implement in the classroom setting. Chapter 3 of Digital Walls highlights many different projects that a teacher in Malaysia planned and tried in her classroom while simultaneously learning how to use communication devices effectively and teaching students what they needed to know for IB exams.
The authors discuss the importance of the Internet and how it has changed conventional classroom discourse. They state, “… it [the Internet] helped students look beyond conventional media to learn about their world, interrogating information, and its sources, while learning how to use a computer as a rhetorical tool instead of a computational device” (p. 33). I definitely agree with this statement and because of the new programs and websites that are constantly coming out, students continue to learn how to become effective Internet users in order to participate in rich discourse and activities. Websites such as E-Pals and other sites sponsored by the United Nations help teachers and students to collaborate with others from different countries and gain authentic experiences about the cultures with which they communicate.
The teacher’s first experience with Project Utopia in 1993 does not seem like it went too well. At this time, all teachers had to be on the same page with regards to which texts to use and when. To me, this raises a huge problem of how to modify and accommodate for students who either need more or less time in order to successfully learn and understand the material at hand. Furthermore, World Literature was based around texts by only American and British authors. This is extremely problematic since there is an abundance of literature written by authors of different countries. In order for a class to be truly worldwide, books used must come from all different countries so that different cultures are highlighted and discussed. In my high school English classes, books we read included mostly American authors and focused on key themes across American history. I do not remember taking any classes, besides Global Civilization, that focused on important aspects of other countries or cultures. Maybe with the rise in Internet use and available collaboration sites for teachers, this can change. I feel that teachers should engage their students in texts and novels that invoke discussions among students about different societies and cultures.
While reading this chapter, I couldn’t help but think how much teaching has changed since the early 90’s. The teacher who experimented with the many projects in which she tried to collaborate with other students in different countries had a very tough time. This was due to the fact that not only was she trying to teach students to open up to different perspectives of the world, but she was also learning how to use discussion boards, e-mail, and other Internet features effectively. Though we have come a long way since the novelty of the Internet, there are still many problems with new technology today. Like the teacher in Malaysia who received no training when a new electronic bulletin board was begun, I find myself in similar situations with different types of technology. In the coming weeks, a SmartBoard will be installed in my classroom. Though I have been told that there will be after school workshops to teach us how to use the interactive whiteboards, I am doubtful that I will be given the chance to learn about available websites and programs that can help me to use the board effectively in the classroom. Thus, while trying to use the SmartBoard, I will also be learning on my own, how to find and utilize resources that can be of great importance to student learning.
Reading about different cultures or events is one way to learn. However, to me, it seems that students learn best when they hear real life accounts of different individuals. Furtehrmore, learning is even more enhanced when they can communicate with someone on their age level about specific things. The author discusses the fact that reciprocity is essential to educational telecollaboration. If students know that they are reading first hand accounts from other students, they realize that the events are true and not just written in textbooks. Though I have never engaged in online discourse with students from another culture or country in my educational career, I can only imagine how much more meaningful my learning could have become if I had done so.
Overall, it seems that there is an overemphasis on testing across all schools. Teachers feel too much pressure to raise standardized testing score and thus do not participate in “fun” activities in which students can engage with others. What is often not realized is the fact that students can both learn and engage in such fun activities with other students. Many teachers, as the authors state, feel torn between opportunities to engage with others and the obligation to prepare students for exams. What teachers need is more training as to how to engage students with others and to meet standards at the same time. However, by finding and sharing websites and programs that promote global collaboration, teachers can be successful in both meeting standards and enhancing the educational experiences of each student simultanesouly.

Annotated Reviews

Global School Net. (2007). Retrieved from http://www.globalschoolnet.org/index.cfm.
This site seems similar to E-Pals, in that teachers can sign up for accounts and collaborate with other teachers from different areas of the world. There is an online registry of collaborative projects that are both current and archived. It is a great site to give teachers ideas of how to collaborate globally.

Go ENC. (2009). Retrieved from ENC Learning Inc. website: http://goenc.com/
The Eisenhower National Clearinghouse (ENC) website, formally run through the government, features a multitude of online math and science activities. There is a searchable catalog of curriculum resources for both Math and Science. In order to use all of the features on the site, one must register and create a membership. The subscription price varies based on the type of school (elementary vs. middle or high) and needs to be subscribed to by an entire school or district.

Journey North. (2009). Retrieved from Annenberg Media website: http://www.learner.org/jnorth/
This website helps students to become involved in a global study of wildlife including Monarch Butterflies, Whooping Cranes, Hummingbirds and other. Students across North America share their experiences with these animals and they are able to track the migration patterns of these animals together. I think this website is excellent in helping students to understand the migration patterns of different animals and to communicate with other students in different areas of the continent about the observations that they have made.

Brave New Schools - Chapter 5 Reflection

The three orientations of pedagogy discussed in chapter five of Brave New Schools brought me back to my experiences as undergraduate student. To me, it seems that authors always present traditional pedagogy as boring and focused on lecturing. This chapter continues to describe this orientation of pedagogy as instructional based and straightforward. When looking back on my educational experiences as a student, I feel that once I reached a certain age (probably somewhere in middle school), teachers began using a traditional approach more often. My elementary school experiences focused more on hands-on, interactive lessons that I still remember to this day. This type of instruction seems to fit into the progressive approach, where student inquiry was central to student growth. The transformative approach to pedagogy seems to be above and beyond the type of learning that I experienced. However, when looking back at my experiences overall, I feel that I may have experienced a bit of each of these pedagogical approaches at one point or another.
When reading about the traditional approach, I couldn’t help but think about my geometry class in high school. My teacher required students to memorize all of the theorems of geometry and recite them in front of the class. To further make this experience worse, he would ask that all students stand up and recite theorems that he asked us to state. If we stated the theorem correctly, we were able to sit down. If we were wrong, we continued to stand. The last student standing was not only embarrassed, but also was assigned the task of writing the theorem twenty-five times. As I look back on this traditional approach to teaching, and the central importance of memorization, I do not recall the information that I learned. However, an experience that I do remember was back in elementary school when I participated in an Invention Convention and learned the Scientific Method by asking a question and trying to answer/solve the problem by inventing an item to help. The Scientific Method seems forever embedded in my mind because of the way I was allowed to explore a topic of my choice, while following guidelines that were provided. This progressive, and maybe even transformative, learning focused on problem solving and cooperative learning. The learning became meaningful, and therefore is better remembered by students.
When considering such approaches relation to teaching students about cultures and the world, it seems only best to do so in a transformative approach. Instead of simply teaching students about other cultures of the world and telling them about the traditions and values of such countries, teachers should allow students to explore and learn in a guided environment. Internet tools such as E-Pals can help students to connect with classrooms in other countries and learn about personal experiences of students in other areas of the state, country, or even world. By providing students with a personal connection to the different culture, they can better understand and grasp the content about which they are learning.
It is very confusing to me that in this country, we continue to have Black History Month during February. Instead of black history being incorporated into the curriculum throughout the year, it is still necessary to teach this subject in a separate way. To me, black history is not separated from the rest of our history, yet it adds to what made U.S. history what it is. By incorporating black history with the rest of the curriculum, students can begin to cross cultural boundaries and develop a sense of appreciation for cultures of others.
The author states, “Intercultural learning must start with teachers themselves. By encouraging students to talk and write about their experiences, teachers will begin to appreciate the cultural knowledge into the curriculum with provide students with opportunities to learn from each other and to develop a critical appreciation of their own culture and that of their peers” (p. 159). This statement encompasses exactly what I do with my students in my classroom. One of my students is Orthodox Jewish and because he is the only one, his family volunteers to come in and teach about the traditions and the celebrations that they do for their holidays. I think that by learning from an individual who celebrates the holidays, my students are genuinely interested and develop an understanding of a culture that differs from their own.
Helping students to learn about different cultures requires that the teachers approach teaching in progressive or transformative ways. Students should become engaged in their learning and contribute their own experiences and background knowledge to discussions in the classroom. Teachers can act as facilitators and integrate different disciplines in order to effectively teach students about different cultures of the world.
Annotated Reviews
PBS Teachers. (2009). Retrieved from http://www.pbs.org/teachers/
A website that allows teachers from all over the world to exchange ideas regarding digital technology use in the classroom. In order to access all of the materials on the website, one must register and create a membership. I really like the site and think that the way it is organized—by grade level and subject area—is very user friendly.

Global Virtual Classroom. (n.d.). Retrieved from http://www.virtualclassroom.org/
This site is a collection of free resources for both students and teachers to use. The purpose of the Global Virtual Classroom is to promote the connection of students from different countries through the use of the Internet. The site is very useful and provides teachers with helpful tips in order to effectively collaborate with other teachers.

OneWorld Classrooms. (2009). Retrieved from http://www.ccph.com/
This is a website that provides Internet users with a wide array of different programs that are available to help promote global communication between classrooms. The list of available programs links to a site where you can sign up and register in order to become a part of the specific program. The programs listed are very useful and can help teachers find a program that promotes global communication within classrooms.

Educating Citizens..Introduction Critical Reflection

When thinking about global citizenship, the first thing that comes to my mind is the idea of promoting peace and the best interest of all humans throughout the world. In order to help students become global citizens, I thought that encouraging students to understand the differences between us, as Americans, and others in different countries of the world, in addition to encouraging students to contribute to the well-being of others throughout the world would be sufficient. However, the introduction to Educating Citizens for Global Awareness has led me to believe that educating students in order to make them global citizens is a much more difficult task than I had originally thought.
The question that was asked at the beginning of the reading, “Is there a global way of life?” left me with the answer that yes, the global way of life is to contribute to the good of all countries by helping. Helping others across the world could include making monetary donations to those in need, visiting countries and helping to build up areas in order to give others homes, and to provide people with the care that they may not receive otherwise. Students can get involved with helping people in other countries by first learning about the situations of others and then participating in some sort of learning activity that follows up. The activities that were discussed in last weeks readings are prime examples of how students can connect with students in other countries and make a difference in the lives of others. The book, Brave New Schools discusses the idea that prejudices can be reduced when students participate in cooperative learning with students of different racial backgrounds in order to achieve a common goal. I believe this to be true and I think that when students work together, they forget about the differences between them and look only at the ways in which they are similar. Though I still think that such methods of educating students to be global citizens is effective, I now believe that it is a more complicated process.
When we look at global citizenship, people often think of peace and equality among all people. Nel Noddings, in her introduction to Educating Citizens for Global Awareness, raises an important question that relates to this idea of equality. If a culture or religious group believes that certain groups of people (i.e.—women) are unequal, should we, as Americans who believe otherwise, try to change these beliefs? How do we justify promoting equality among all people to people who think otherwise? Is global citizenship based on the idea that all people should think the same way or that all people should be treated equally? This is a question that has come to my mind.
Another interesting issue raised in the introduction is the difference between national and global citizenship. If we are national citizens who are patriotic and look towards the best interest of our own countries, are we not good global citizens? In a situation such as the war in Iraq, Americans are considered to be good Americans when we support our troops and have a sense of American pride. However, isn’t the promotion of war against the idea of peace and global citizenship? Nel Noddings states, “If it is national unity that concerns us, there is a solution that has almost always worked—war” (p.15). I find myself asking how we can educate students to be good citizens in our own country in addition to good global citizens, when topics such as war arise.
Diversity stretches beyond the differences in racial and ethnic ideals. It also encompasses differences among students in talents and interests. The message within all schools to students seems to center around the idea of lots of schooling, in to college, and beyond. Though I completely agree with the fact that students should be encouraged to stay in school and to reach for high goals, I also think it is important to encourage students to pursue their own interests and talents. By telling students that the best jobs require lots of education, are we indeed telling the truth? Noddings states, “The occupations that will employ the most workers in the next decade are almost all jobs that require little education” (p. 6). As an individual who has completed many years of school beyond high school, I have always been taught that all jobs require education. However, this is not the truth of the matter. Careers in the industries of plumbing, carpentry, and other trades will be in large demand and students who do not necessarily love school should be encouraged to pursue careers in such fields. Though encouraging students to stay in school and continue on through college is an excellent way of beginning one’s life, teacher should recognize that not all students need to complete college in order to gain their own successes. In President Barack Obama’s recent speech to students across America, he stated that most of you (referring to the students) will not be rich; however, all of you can be successful in your own ways. I think that this statement directly relates to the ideas of Nel Noddings and the encouragement of all students to pursue their own interests and become successful in their own ways.
The idea of global citizenship is much more complicated than I had originally believed it to be. Teaching students to become global citizens involves more than simply discussing the situations and problems on other countries. Students need to understand the differences between our own society and the societies of other countries in order to understand what is best for people around the world. In order to help our students to understand and become global citizens, teachers need to have appropriate training and educational experiences, which help them to understand what global citizenship means. By educating teachers, they can have a true understanding of what this means, and therefore help our students, as a result.

Chapters 1 & 2 Critical Reflection

Before reading the assigned chapters, I first read the inside flap of the book to get an idea of what the book would be about. I was happy to find out that the book would feature real cases of teachers, classroom, and students from around the world who have engaged in global learning networks. Because I have never been involved in such a network, either in my graduate studies or in my teaching career, I was very excited to learn about ways that others have found success in doing so.
While reading the first chapter and the paragraphs about Columbus Day and the importance of getting students to think critically, it reminded me of a book that I read in my undergraduate work, called Lies My Teacher Told Me. This book discussed the ways that we were educated in schools and how these ways often did not allow for discussion or critical thinking of our own. Rather, students were simply given information from textbooks that we either regurgitated on a test, or simply learned without further discussion. We were never given opportunities for further inquiry or to discuss reasons that such historical events occurred. In the case of Christopher Columbus, we never looked at him with the perspective of his right to claim Indian land in the name of another land’s crown. This sort of discussion can cause students to challenge the “official” (as stated from Brave New Worlds) versions of history, which is often looked at as a negative effect. However, in my opinion, I feel that critical questions and discussions that arise from looking at situations from multiple perspectives in extremely important in developing student opinions. Furthermore, it gives students a better understanding of history and how it truly happened. The implementation of top-down control is something that should be changed in today’s school systems, so that children can develop a voice of their own after viewing all perspectives of a given situation.
When discussing the importance of teachers and students participating in learning networks that are global, Cummins and Sayers state, “In fact, these students have become more aware of their own culture as a result of the contract they have experienced with another” (p. 13). I completely agree with this idea—students become more aware of themselves when they see others as different. Currently, my sister is completing a semester abroad in Barcelona, Spain. This abroad opportunity is an excellent learning experience in multiple ways, but after being there for only a week, she has told me that she has already learned so much—not necessarily about the Spanish culture, but about the American culture. Because she often notices differences in the Spanish citizens’ customs and appearances, she then begins reflecting on her own differences and what makes her American. I think that by engaging students in online global learning networks, they can better understand themselves first, which will then help them to understand other cultures, as well. This will also help students to become critical learners and to question not only the traditions and ideals of another culture, but also those of their own culture, as well.
The case studies presented in chapter two further the importance of global learning and the effects that it can have worldwide. Important to the idea of creating global networks is access to technology, such as computers with Internet or e-mail. The authors discuss the fact that funding is often dependent on property taxes, which thus affects the availability of resources in various areas. I find it upsetting and confusing how a city such as Bridgeport, CT has such high property taxes, yet funding for education does not seem high. There have been various initiatives throughout the city to help improve education and there have been improvements in various schools on available technology, yet there are still schools within the city that do not have available resources. How do we account for such problems? When, if ever, will such discrepancies be resolved?
The case study of the students who worked together to focus on bringing relief to children in refugee camps in Yugoslavia gave students real stories of the way students and families were treated. If the same group of students had simply read about the war in a textbook, I do not think that they would have been encouraged to think as critically about the situation. Furthermore, I don’t think that the students would have been affected to the extent that they were if they had simply read about it. Reading first-hand accounts of children’s experiences in Yugoslavia brought a sense of feeling and realness to the situation, therefore impacting students and their desires to help.
All of the case studies that were presented had profound impacts on the students involved. Students were able to relate to others and through cooperative learning and discussion, prejudices and other biases were reduced. Through the case study that featured classrooms from San Francisco and New York City, students realized that they had common interests and could become friends, after all. The students were intrigued by the stories of each others’ families, and wanted to learn about the traditions and customs that they shared. I think that this is extremely important and I believe that students learn better when they have desire to learn about the material at hand. When looking back on my own educational experiences, I have clear memories of the information that I learned as a result of my genuine interest in the subject matter—the material that was simply lectured to me did not have significant relevance to my own life and therefore, it was easily forgotten.
Using the Internet to involve American children in a bigger, global community is extremely important in learning and developing their morals, values, and beliefs in our country. When introduced to other students from around the world at a young age, students can better understand both themselves and the world in which they live.