Connecting with Teachers in China: New Literacies, New Opportunities 10.2.2013

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Presentation by Dr. Hiller A. Spires for the Friday Institute Seminar Series

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  • Chinese symbol means “Learning” in MandarinI am choosing the word Connect as an defining metaphor for the talk today. Basing it on George Seiman’s theory of connectivism, which is an evolving learning theory for the digital age. In this context, we are connecting with Chinese teachers in multiple ways, but because of geography digital connectivism is central to the evolving collaborations and partnerships.
  • What comes to mind when you think of China?
  • China's territory is about the same size as that of the US.4th largest (land size) country in the world next to Russia, Canada and US.Sixty percent of the population lives in only 22% of the territory, most of them concentrated in a band of about 600 miles wide along the coast. 
  • 310 million living in the U.SChina is the worlds most populous county with 1.3 billion people and 20% of the earths population President of China: Xi Jinping since march 2013.National Geographic that by 2030 60% of citizens will live in urban areas.China has achieved economic growth over the past 30 years to become the worlds second largest single country economy.
  • Here are top level activities since 2007.
  • Key partners
  • Chinese cultures of learning are changing so radically that stereotyped descriptions of teaching and learning practices by Chinese students and teachers are increasingly out of date.
  • Many scholars suggest that the teachings of Confucius are pervasive in every aspect of society, and often misinterpreted.
  • Text & icons editable
  • “ Generations from now, when historians write about these times, they might note that, in the early decades of the twentieth century, the United States succeeded in its great and historic mission – it globalized the world. But along the way, they might write, it forgot to globalize itself.” – FareedZakaria (2011) The Post-American World, Release 2.0, p 61.
  • Global Competence:Investigatethe worldWeigh perspectivesCommunicate ideasApply disciplinary and interdisciplinary expertiseTake action
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  • Connecting with Teachers in China: New Literacies, New Opportunities 10.2.2013

    1. 1. Connecting with Teachers in China: New Literacies, New Opportunities Dr. Hiller A. Spires 10.2.2013 Friday Institute Seminar Series
    2. 2. 1.3 billion people Imbalance of wealth Economic growth Migration to cities
    3. 3. Newlit.org
    4. 4. CED Delegation to Beijing 2007 US Asia Conference Board 2008 NC/China Summit 2008, 2010, 2012 Chinese Scholar Junzheng Zhang 2009 New Literacies Institutes Beijing 2010, 2013 Student Summer/Winter Camps 2011-2013 Beijing Inst. for Science & Technology 2011 Chinese Scholar Professor Dan Li 2013 Involvement Since 2007
    5. 5. 2007 Delegation: Dr. Hiller A. Spires Dr. Jennifer Mangrum Dr. Lodge McCammon Dr. Dave Frye Dr. Kim Turner Brian Bouterse NC/China Summit Partners: NCSU CED , FI, & Confucius Institute Center for Intern. Understanding NC State Board of Education NC Department of Public Instruction NC Business Committee for Education NLI Collaborators w/ BRS: Dr. Jayne Fleener Dr. Hiller Spires Dr. Grant Holly Erin Lyjak Dr. John Lee Dr. Carl Young Dr. Meixun Zheng Bethany Smith Dr. Erin Krupa Dr. Jonathan List
    6. 6. Educational Reform Policy in China Chinese Basic Education Curriculum Reform: Focus on innovation & creativity Centralization to decentralization in curriculum policy Teacher-directed to student-centered Transmission-centered to inquiry-centered Toward quality-oriented education Ministry of Education, 2001
    7. 7. “The superior man thinks always of virtue; the common man thinks of comfort.” Confucius
    8. 8. Beyond Dichotomies Transcending binary descriptions of Chinese and western education (Chan, 2009). The paradox of the Chinese learner (Watkins & Biggs, 2001). Bridging cultural divides is a daily negotiation process that occurs in “humble spaces” of the classroom (Slethaug, 2007, p. 64). Good teaching and learning are the common treasures of humanity (Ryan, 2010).
    9. 9. Study I What are teachers perceptions of new literacies in the US and China?
    10. 10. Having Our Say: US & Chinese Teacher’s Perceptions Spires, Morris & Zhang, 2012
    11. 11. Spires, Morris & Zhang, 2012
    12. 12. Study II How do Chinese teachers acquire new literacies for themselves and their students?
    13. 13. TPACK, PBI, global competence, performance assessment, professional learning communities Spires, Wiebe, Young, Hollebrand, & Lee, 2009 New Learning Ecology
    14. 14. Technological Pedagogical Content Knowledge (TPACK) Adapted from Mishra & Koehler, 2006
    15. 15. Ask a Compelling Question Gather & Analyze Information Creatively Synthesize Information Critically Evaluate & Revise Publish Share Act Design Studio Showcase A Project Based Inquiry Approach to Learning. Adapted from Spires, Lee, Young, Leu, Coiro, & Castek, 2009
    16. 16. Teacher Profiles Xiaoting Fourth year of teaching English for 10th grade Chinese students. Huimin Tenth year of teaching 10th grade English to Chinese students. Zhijie Sixth year of teaching Physics to Chinese students.
    17. 17. Xiaoting She was comfortable having students create products using technology; she enjoyed being a facilitator in the classroom. She said students enjoyed talking with each other and collaborating on products during class. “Before I was skeptical about technology’s place in the classroom. Now I see how it can be used. Technology tools are great because they are fun and engaging for students. They also provide students with experience and practice in new inquiry skills.”
    18. 18. Huimin The class was structured with the teacher at the front of the room and the students sitting in rows of desks. She engaged the class in a discussion. She asked questions and had students compare what they had written with each other. “In China, most teachers equipped with good knowledge of their own subject and education theory, and yes, many have technology, but just PowerPoint. There is no blog, no Moodle, no modeling for how to make class interactive and fun. The relationship of technology, pedagogy and content is really interesting. It is different from teacher to teacher.”
    19. 19. Zhijie Used the NLI physics content lessons we had made available on websites, since it was difficult to find appropriate content for physics classes. Most important idea he learned in the NLI: Design instruction so students interact & collaborate with each other rather than listening to him lecture. “We need to make sure students know how to research, find answers and valuable resources, and to know which resources are worthy and which are fake.”
    20. 20. Perspectives from Dr. Meixun Zheng Former PhD. Student in Curriculum & Instruction Adjunct Faculty at University of the Pacific
    21. 21. Ongoing Interactions with Beijing Royal School Professional learning communities among teachers by subject areas to support implementing the New Learning Ecology. Video conferencing sessions to support inquiry instruction as part of the New Learning Ecology. Connections between BRS and NC teachers to collaborate and share best practices, conducting joint inquiry projects & sharing results. CED student internships at BRS. Host teachers from BRS in our master's degree programs and students for day camps at the FI.
    22. 22. Conclusions Chinese teachers enact instructional change along a continuum of pedagogical shifts. Interested in creative & innovative methods of teaching. Opportunities to share educational best practices as we strive to provide students with a 21st century education. Ultimate goal is to be good stewards of an interconnected, global community.
    23. 23. What is the value proposition for connecting with educators in China? Go to padlet.com/wall/f7srgy1lho Type your comments.
    24. 24. Global competence: the capacity and disposition to understand and act on issues of global significance (CCSSO & Asia Society, 2011)
    25. 25. “This is the moment—this is the most important moment right now. We are about making a contribution. That’s what our job is. It’s about contributing something.” -Benjamin Zander
    26. 26. (Thank You!)
    27. 27. References Images prepared by Ethos3: http://www.ethos3.com/ Li, J. (2012). Cultural Foundations of Learning: East and West. New York, NY: Cambridge University Press. Mansilla, V.B. & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. CCSSO & The Asia Society. Ministry of Education (PRC). 2001. Guidelines for curriculum reform of basic education (Experimental Draft). BMoE Document No. [2001] 17. Beijing Ministry of Education, The People's Republic of China (PRC). NC Department of Public Instruction. (2013). Preparing Students for the World: Final Report of the State Board of Education’s Task Force on Global Education. Ryan, J., & Slethaug, G. (2010). International Education and the Chinese Learner. Hong Kong: Hong Kong University Press. Spires, H., Morris, G., & Zhang, J. (2012). New literacies and emerging technologies: Perspectives from middle grade teachers in the US and China. Research in Middle Level Education, 35(10), 1-11. Spires, H. & Zheng, M. (2012, December). New literacies, new complexities: A model of professional development with Chinese teachers. Paper presented at the Literacy Research Association Conference, San Diego, CA. Spires, H. (2011, October). New literacies and global learning: Implications for higher education in the US and China. Invited keynote for the Beijing Institute for Science and Technology. Beijing, China. Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology:Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education, 12(2). Retrieved from http://www.citejournal.org/vol12/iss2/currentpractice/article1.cfm (Reprint of the Friday Institute White Paper. NC State University: Raleigh, NC.)
    28. 28. References Stewart, V (2012) A World-Class Education: Learning from International Models of Excellence and Innovation, (ASCD). Zakaria, F (2011) The Post-American World: Release 2.0, (Norton Books). Zhoa, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. Thousand Oaks, California: Corwin. Zhoa, Y. (2011). Handbook of Asian Education: A Cultural Perspective. New York, NY: Routledge
    29. 29. Email: haspires@ncsu.edu Web: Newlit.org Hiller A. Spires

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