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Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
Levine DigitalPowerhouses
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Levine DigitalPowerhouses

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  • Transcript

    • 1. Global Education in a Digital Age Michael H. Levine, Joan Ganz Cooney Center Asia Society: Preparing Global Leaders Conference July 2008
    • 2. Agenda Overview
      • How Digital Media are Engaging Children
      • Transforming Global Education with Curriculum-Based Media
      • Envisioning a New “Global Schoolhouse”
      • Next Steps for Schools and Districts
    • 3.
      • How many hours do they spend on media everyday?
      . Pop Quiz: How Digital Media are Engaging Children What percentage of those who live in low-income, minority households own a game player? What percentage of them own cell phones? How much do you know about the digital lives of 10-year-olds? What percentage of those who live in low-income, minority households read proficiently? 6 ½ hours Over 80% 45%, up from 10% five years ago… 33%
    • 4. Although TV remains dominant, other media are on the rise among 6-9 year olds Media Usage Source: Sesame Workshop (2006), Media Utilization Study. Household Ownership
    • 5. Children’s media use increases dramatically with age Media Usage Source: Sesame Workshop (2006), Media Utilization Study. Ever Used (typical weekday)
    • 6. Mexico 1972 Brazil 1972 Canada 1973 The Netherlands 1976 France 1978 Spain 1979 Portugal 1989 Norway 1991 Poland 1996 Germany 1973 South Africa 1998 Egypt 2000 Kuwait 1979 Israel 1983 Philippines 1983 Sweden 1981 United States 1969 Japan 2003 Bangladesh 2005 United Kingdom 2005 Indonesia 2006 Australia 2004 China 1998 Palestine 2007 The Workshop’s coproductions benefit more children in more countries across more cultures than any single children’s program in history. Largest Informal Educator of Children in the World Jordan 2007 Russia 1996 Afghanistan 2003 Turkey 1989 Kosovo 2004 India 2006
    • 7. . Leveraging a Unique Legacy
      • Commitment to:
        • Championing children’s potential
        • Research-based innovation
        • Multidisciplinary collaboration
        • Engaging the creative community
      Our Mission To catalyze and support knowledge development, innovation and investment in new media technologies to advance children’s learning.
    • 8. D is for Digital : a market scan of informal digital media for ages 3-11 Research
      • Analysis of the digital interactive media environment
        • American children ages 3 to 11
        • Mass-marketed, informal learning products
        • Looked at ~300 products
        • Released at The Sandbox Summit
      Recommends actions to promote the development of quality educational media products within the children’s interactive media environment. Scans the market for toys, video games, computer software and web destinations marketed as educational. Identifies macro-factors that are influencing the environment in two areas: children’s media usage and consumer market trends.
    • 9. The Power of Pow! Wham! Children, Digital Media & Our Nation’s Future Dr. Rima Shore, Cooney Fellow Adelaide Weismann Chair in Educational Leadership at Bank Street College of Education
      • “ The Cooney Challenges”
        • Build a coherent R&D effort
        • Rethink literacy & learning for the 21st century
        • Advance digital equity, reaching all children with today’s most powerful learning tools
      Research
    • 10. Cooney Challenge Paper
      • BEYOND THE 3 R’S… WHAT EVERY 5th GRADER SHOULD KNOW AND BE ABLE TO DO
      • Use digital tools, especially complex communication tools, effectively and safely.
      • Think critically.
      • Understand key principles about how complex systems work.
      • Know about other countries and cultures.
      • Participate in collaborative learning communities.
      • Invent, design & create — alone and with others.
      • Find wholeness in a remix world.
      Research
    • 11. Advantages of integrating educational media into global education
      • Student Engagement/Motivation
      • Tested with Children in Different Settings
      • Developing Key 21st Century Skills
      • Leveraging Publicly Financed Assets
      • Breaks down barriers across cultural, linguistic and geographic divides
    • 12. 3 Exemplars Transforming Global Education with Curriculum-Based Media
      • Panwapa Virtual World
      • International Children’s Digital Library
      • Sesame Chinese
    • 13.  
    • 14.
      • Awareness of the Wider World
      • Appreciating Similarities and Valuing Differences
      • Taking Responsibility for One’s Behaviors
      • Community Participation and Willingness to Take Action
      • Understanding of and Responsiveness to Economic Disparity
      Educational Objectives (PK-3)
    • 15. The Panwapa Experience
      • Panwapa is designed as …
        • a child’s first online identity— his projection of self.
        • a child’s first immersive online experience.
        • a child’s first encounter with the world—its people, languages and geography.
        • a child’s first community action project – her engagement with the world around them, starting right at home.
    • 16. Key Elements
      • www.Panwapa.com Initiative centerpiece. Users can travel Panwapa Island and the world, find other Panwapa children and participate in games and activities
      • DVD Stories of new Muppet characters who build a community on Panwapa Island with live action films from around the world
      • Print Package containing
        • DVD
        • Participatory poster of the world
        • Game board
        • Panwapa Magazine
    • 17. Panwapa Languages We are employing the following six languages to maximize the reach and impact of the project globally:
        • English
      Spanish Japanese
        • Mandarin *
        • Arabic
      Baaah ! *Print materials will also be available in traditional Chinese
    • 18. Panwapa and the Schools
      • Panwapa Set of Teacher plans .
        • Formal Lesson Plans – ten-part scope and sequence
        • Informal Lesson Plans – Set of one-off activities
        • Information Booths – Six part, outcome-driven activity
      • Apple Learning Interchange – Piloting Panwapa in Mt. Laurel, NJ…leading to an online community of teachers on ALI.
      • iEARN – New global Panwapa classroom project, originating our Pakistan, starting in the Fall of ’08.
      • Curriki – Full online presence there starting later this spring.
      • US Schools Districts – In discussion with pilot programs from Oakland, Maine to Los Angeles, California.
      • Global – In discussions with the Department of Education in Mexico, Japan and the UK.
    • 19. Today’s ICDL…
      • research led by the University of Maryland
      • 2,000,000 patrons
      • 150,000 pages of digitized books
      • books in 45 languages
      • Website (www.childrenslibrary.org) in 16 languages
      • users in 200+ countries
      ICDL: Transforming Global Education with Curriculum-Based Media
    • 20. ICDL: Transforming Global Education with Digital Media
    • 21.
      • 10 faculty, staff, and graduate students
      • 18 children from New Zealand, Germany, Honduras, U.S.
      • 6 children (7-10 yrs old) in U.S. lab
      • partners in brainstorming new ideas, testing technology, cataloging and reviewing books
      The ICDL Kidsteam ICDL: Child Tested and Developed
    • 22. Sesame Chinese: Transforming Global Education With Curriculum-Based Media
        • Introducing Sesame Street Chinese
      • What is it?
      • A pilot program to introduce and integrate the teaching of Mandarin and Chinese culture to young children ages 4-6
      • Goals
      • Expose teachers/ children to words and phrases in Mandarin
      • Help non-Chinese speaking teachers comfortably and easily introduce and integrate Chinese culture into their existing curriculum.
    • 23. Sesame Chinese: Meeting the Educational Needs of Teachers and Children
    • 24. Sesame Chinese: Teacher Guide
    • 25. Next Steps for Schools and Districts
      • Global Elementary School Prototype , including Inventory of Digital Assets (Asia Society and Cooney Center)
      • Adapt Going Global : Preparing Our Students for An Interconnected World & Guide to Internationalizing Afterschool (Asia Society and Mott Foundation)
      • Participate in Online Teacher Communities (Apple Distinguished Educators, iEarn)
      • Test model elements ( Panwapa, Sesame Languages, Children’s Digital Library) in school and afterschool
      Building a Global Elementary Model: Next Steps
    • 26. www.joanganzcooneycenter.org Website
    • 27. Thank You!

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