Technology and the Global   ClassroomA Curriculum 21 Study GuideChapter 5 – Five Socio-Technology TrendsChapter 6 – A Clas...
Five Socio-Technology Trends                                              Stephen Wilmarth   Social Production of Knowled...
Five Socio-Technology Trends                                          Stephen Wilmarth   A Semantic Web       “A semanti...
Five Socio-Technology Trends                                    Stephen Wilmarth   Non-Linear Learning       “Should we ...
Five Socio-Technology Trends                                                         Stephen WilmarthReflection on Chapter...
A Classroom as Wide as the World                                         Vivien Stewart   Global Trends     “Internation...
A Classroom as Wide as the World                                           Vivien Stewart   Global Connections     “Than...
A Classroom as Wide as the World                                                           Vivien StewartReflection on Cha...
Performance Objectives   Writes specific curriculum outcomes which require the    effective use of technology to acquire ...
Driving Questions       1.   How can we write clear, measurable, and concise            specific curriculum outcomes(SCOs)...
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Technology and the global classroom

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Technology and the global classroom

  1. 1. Technology and the Global ClassroomA Curriculum 21 Study GuideChapter 5 – Five Socio-Technology TrendsChapter 6 – A Classroom as Wide as the World
  2. 2. Five Socio-Technology Trends Stephen Wilmarth Social Production of Knowledge  “Our students are no longer primary consumers of content. They participate as content creator at rates never before seen. And the trend is accelerating.” (pg 82) Social Networks  “The new power of social media and networking technologies to teach is perhaps the least leveraged technology in formal education systems today.” (pg 85)
  3. 3. Five Socio-Technology Trends Stephen Wilmarth A Semantic Web  “A semantic web will dramatically transform our relationship to new knowledge for the purposes of creativity, and our definition of what it means to be educated.” (pg 88) Media Grids  “ Virtual worlds hold the potential to transform social interactions online. … there’s almost no assumption of a human heartbeat behind a web page, virtual worlds are inherently social settings” (pg 92)
  4. 4. Five Socio-Technology Trends Stephen Wilmarth Non-Linear Learning  “Should we still be looking at disciplines as separate, distinct, and unassailable by anyone outside the walled gardens of the academy.” (pg 95)
  5. 5. Five Socio-Technology Trends Stephen WilmarthReflection on Chapter 5.How we approach teaching in the 21st Century, should mirror how weapproach learning. Technology is not going away, as educators we have aresponsibility to remain flexible and open to incorporating new technologiesinto our instruction. To do this effectively, we must not treat technology asisolated bits of stuff, but rather discover creative ways to embed it’s usewithin the knowledge base, thereby allowing student to make connections. www.Stayoutofschool.com
  6. 6. A Classroom as Wide as the World Vivien Stewart Global Trends  “International knowledge and skills are no longer just a luxury for a few would-be specialists but are a new basic for all students” (pg 101) Global Learning  Knowledge of other world regions, cultures, economies, and global issues  Skills to communicate in languages other than English  Values of respect for other cultures and the disposition to engage responsibly as an actor in the global context. (pg 102)
  7. 7. A Classroom as Wide as the World Vivien Stewart Global Connections  “Thanks to technology and to the Internet, all children now are children of the globe, not just children of the neighborhood where they live.” (pg 107) Going to Scale  “…hundreds of innovative efforts are under way in schools (local) … to add global content and connections. But as encouraging as these efforts are, they are islands of excellence.” (pg 110)
  8. 8. A Classroom as Wide as the World Vivien StewartReflection on Chapter 6As our world continues to be more connected economically, politically, andsocially, the need to educate our youth in a global context will continue togrow. In a 24/7 media cycle world events unfold in real-time on our computers,TV’s, and mobile devices, the impact of which is not necessarily instantlyknown. This is why it is critical that we begin to develop a sense of globalliteracy in all of our students, so they have experience to draw from, whenwitnessing and learning about global issues. Learning about the Globe Learning with the Globe
  9. 9. Performance Objectives Writes specific curriculum outcomes which require the effective use of technology to acquire the intended learning content.  Identifies the learning content (subject specific)  Connects the use of technology to the learning content  Writes measurable specific curriculum outcomes Writes specific curriculum outcomes which require the application of the learning content in a global context.  Identifies the learning content (subject specific)  Connects the learning content to global issues  Writes measurable specific curriculum outcomes
  10. 10. Driving Questions 1. How can we write clear, measurable, and concise specific curriculum outcomes(SCOs) which require students to effectively use technology in our PEI Curriculum Documents? 2. How can we write clear, measurable, and concise specific curriculum outcomes(SCOs) which require students to engage in global issues in our PEI Curriculum Documents?Group ChallengeWith the members of your group, choose to answer one (1) of the DrivingQuestions stated above , make use of your personal knowledge and experience,the WIKI site, and any other tools or resources the impact your work.You will have 5mins to share your results with the group at the end of the meeting.Please keep a record of your work for the WIKI.Good Luck.

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