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Global Awareness
An Essential 21st Century Skill
Future of Education Panel
September 10, 2009

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Participants
 Shari Albright, Asia Society
 Kim Cofino, Bangkok International School
 Lucy Gray, Global Education Collaborative
 Steve Hargadon, Future of Education
 Westley Field, Skoolaborate
 Carol Anne McGuire, Rock Our World
 Diane Midness, iEARN
 Rita Oates, ePals
 Sharon Peters, Teachers Without Borders
 Julene Reed, Polar Bears Int’l & Roots and Shoots
 Michael Searson, Kean University

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The Global Education Collaborative

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Partnership for 21st Century Skills

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Partnership for 21st Century Skills
 Core subjects
 English/Language Arts
 World Languages
 Arts
 Mathematics
 Economics
 Science
 Geography
 History
 Government and Civics

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Partnership for 21st Century Skills
 21st century interdisciplinary themes to be woven into content
 Global awareness
 Financial, economic, business and entrepreneurial literacy
 Civic literacy
 Health literacy

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Partnership for 21st Century Skills
 Learning and Innovation Skills
 Creativity and innovation
 Critical thinking and problem solving
 Communication and collaboration
 Information, media and technology skills
 Life and career skills
http://www.21stcenturyskills.org/documents/p21_framework_definitions_052909.pdf

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Leading for Global Competency

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Questions
 What is global awareness?
 What are the benefits to students? To teachers?
 How can schools incorporate this into their missions
 How do individual teachers carry the torch?
 How do you get started?
 How does global awareness impact the real world?
 What is the role of student travel?
 What does a globally oriented student, teacher, school look like?
 What’s the future for global education?

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Asia Society
Shari Albright
Chief Executive Officer
Asia Society
International Studies Schools Network
sharia@asiasoc.org

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Defining Global Competence
 Investigate the World
 Recognize Perspectives
 Communicate Ideas
 Take Action
This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.

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Investigate the World
Students investigate the world beyond their immediate environment.
Students can…
 Generate and explain the significance of locally, regionally or globally
focused researchable questions.
 Identify, collect and analyze the knowledge and evidence required to
answer questions using a variety of international sources, media and
languages.
 Weigh, integrate and synthesize evidence collected to construct
coherent responses that is appropriate to the context of issues or
problems.
 Develop an argument based on compelling evidence that considers
multiple perspectives and draws defensible conclusions.
This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.

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Recognize Perspectives
Students recognize their own and others’ perspective.
Students can…
 Recognize and articulate one’s own perspective on situations, events, issues or
phenomena and identify the influences on that perspective.
 Articulate and explain perspectives of other people, groups or schools of thought
and identify the influences on those perspectives.
 Explain how the interaction of ideas across cultures influences the development
of knowledge and situations, events, issues or phenomena.
 Articulate how the consequences of differential access to knowledge, technology
and resources affect the quality of life and influences perspectives.
This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.

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Communicate Ideas
Students communicate their ideas effectively with diverse audiences.
Students can…
 Recognize that diverse audiences may perceive different meanings from the
same information.
 Use appropriate language, behavior and strategies to effectively communicate,
both verbally and non-verbally, with diverse audiences.
 Explain how effective communication impacts understanding and collaboration in
an interdependent world.
 Select and effectively use appropriate technology and media to communicate
with diverse audiences.
This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.

+ Take Action
Students translate their ideas and findings into appropriate actions
to improve conditions.Students can…
 Recognize one’s capacity to advocate for and contribute to improvement
locally, regionally, or globally.
 Identify opportunities for personal and collaborative action to address
situations, events, issues or phenomena in ways which can make a
difference.
 Assess options for action based on evidence and the potential for impact,
taking into account varied perspectives and potential consequences for
others.
 Act creatively and innovatively to contribute to improvement locally,
regionally or globally both personally and collaboratively.
This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.

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For further information about this definition or the school design
models of the International Studies Schools Network (ISSN),
please contact:
Shari Albright
Asia Society ISSN
sharia@asiasoc.org

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Kim Cofino
Kim Cofino
Bangkok International School
msconfino@gmail.com
Always Learning

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Westley Field
Managing Director, Skoolaborate
Westley@mac.com
Skoolaborate Blog

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Lucy Gray
Founder, The Global Education Collaborative
Education Technology Specialist
University of Chicago Center for Elementary Mathematics and
Science Education
elemenous@gmail.com
http://globaleduation.ning.com
http://lucygray.org

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Carol Anne McGuire
Founder, Rock Our World
Technology Integration Specialist
rockourworld@mac.com
http://Rockourworld.org
http://rockourworld.ning.com,

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iEARN International Education and Resource Network
http://media.iearn.org
Pearl World Youth News http://pearl.iearn.org
Our Footprints, Our Future http://of2.iearn.org
Teachers, Guide to International Collaboration
Oxfam: Education for Global Citizenship
Diane Midness
iEARN-USA Director Professional Development
dmidness@us.iearn.org
http://us.iearn.org
Learning with the world, not just about it

+ Web 2.0 Tools and
Social Networking
for Global Collaborative Learning
Dr. Rita Oates, VP, Education Markets
roates@corp.epals.com

 Profiles of classrooms
in 200 countries &
territories
 Reach 18 million
students & teachers
 2,000
new
schools/month
 Policy
managed &
Teacher supervised
 TRUSTe certified for
child safety
 Freeglobal community,
email and blogs

What is ePals?
ePals Global Network– Internet’s largest social learning network
reaching 18 million teachers and students in 200 countries for
teacher-supervised, cross-cultural pen pal exchanges, project-
sharing and project-based learning, literacy and foreign language
skill practice.
ePals SchoolMail– Safe, protected, multilingual email designed for
school safety. “Walled Garden” with only K12 students, teachers
and parents. Translates to 35 languages.
ePals SchoolBlog- Safe, protected blog predetermining who can
participate, access and post. Great for writing journals, events,
projects. Parents can have full/partial access.
Projects– “Way We Are,” science projects; Literacy skill resource,
National Geographic, IBM eMentoring for STEM careers, Intel
Classmate PC/World Ahead project

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Project Search

Project Plan: 5 or 6 emails

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Forums
 Teacher Forums
 Student Forums
 Moderated by our staff
 Your students can post a question Friday night and see
answers from other students all weekend
 Project Forums
 Specific to our projects or to projects teachers create
 Great way to find partners when you have a specific
project and dates in mind!
 Automaticlanguage translation available in all
forums also in 35 languages

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Go Global with ePals
1. Semester or year-long ePals
• ELL or foreign language pen pals
• Use Skype, other media beyond email
2. Project-based ePals
• Collect and share data, photos, stories
• Ours, from others, and teacher-created
3. “Update the textbook” with current info from students who
live there
• Critical thinking about textbook and other sources, form
questions

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Sharon Peters
Director of Technology
Hebrew Academy
Montréal Academy
sharonpeters@gmail.com
http://wearejustlearning.ca
http://twbcanada.ning.com/
http://take2videos.ning.com/

+ Teachers Without Borders
At 59 million, teachers are the
largest professionally-trained group
in the world.

+ …and the key to
social and economic
development

+ 100 million children do not go
to school, 66% - girls
850 million illiterate adults
HIV-AIDS infections, domestic
violence, the sex trade, military
gangs are dominated by the
undereducated

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+Julene Reed, M.Ed.
Director of Academic Technology
St. George’s Independent School
Collierville, TN
julener@mac.com • 901-457-2170
Advisory Council, Dr. Jane Goodall’s Roots & Shoots
Advisory Board, Polar Bears International
Advisory Board, Apple Distinguished Educators
Advisory Board, Tennessee Distance Learning Association
Discovery STAR Educator

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Dr. Jane Goodall’s

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+ Nepal, Tanzania,
and beyond…
 School Supplies
 Computers
 Science Lab
 Documentary on Child
Slave Labor
 Cultural Exchanges

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Polar Bears International
and Tundra Connections

+Polar Bears
and Climate Change

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Michael Searson
Michael Searson
Executive Director
Kean University School for Global Education & Innovation
msearson@kean.edu