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Enhance Teachers’ Global Awareness through Information and Communication Technologies (ICT).
 

Enhance Teachers’ Global Awareness through Information and Communication Technologies (ICT).

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This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New ...

This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New York and Taipei) through ICTs.

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    Enhance Teachers’ Global Awareness through Information and Communication Technologies (ICT). Enhance Teachers’ Global Awareness through Information and Communication Technologies (ICT). Presentation Transcript

    • Enhancing Teachers’ Global Awareness Through Information and Communication Technologies New York Institute of Technology Wang, S.-K., McPherson, S., & Hsu, H.-Y., (2007, April ). Enhance Teachers’ Global Awareness through Information and Communication Technologies (ICT). Paper  presented at the Annual Conference of the American Educational Research Association, Chicago, IL
    • Purpose of Study
      • To increase teachers’ awareness of globalization
      • To determine the feasibility of ICTs for collaboration between two countries
      • To assess ICT tools
    • Literature Review
      • Global community in terms of citizenship, obligation and responsibilities (Kubow & Crawford, 2001)
      • ICTs and Teacher Education (Cogburn, 1998)
      • Globalization Curriculum (Diaz et al, 1999)
    • Collaborative Tool: Blog
    • Pedagogy: Curriculum Scope and Sequence
      • Social-world system identified by Diaz et al. (1999)
      • Cognitive: Understanding Essential Global Concepts
          • Wiki activity
          • E-mail activity
      • Participatory: Applying Global Concepts in the Classroom
          • Life map activity
          • Discussion activity
      • Affective: Applying Global Concepts beyond the Classroom
          • Design a unit activity
    • Research Design
      • Mixed-method (Tashakkori & Teddli) 1998
      • Research questions:
        • How does participating in this globalization activity affect teachers’ global awareness and their beliefs about infusing globalization into their teaching?
        • How does the teachers’ use of ICTs affect their teaching of globalization in the classrooms?
        • What is the role of ICTs in online collaboration between two groups of participants?
    • Participants
          • New York: 12 inservice teachers enrolled in Language Arts and Technology
          • Taipei: 8 inservice teachers enrolled in Topics in E-Learning
    • Data Sources
      • Pre and post attitude survey
      • Participants’ responses on wiki, e-mail, life map, and blog for frequency of communication and quality of responses
      • Surveys and open-ended questions
    • Wikis Example 1 (city clues)
    • Wikis Example 2 (city clues)
    • Guess the City Activity
    • Life Map Example 1
    • Life Map Example 2
    • Blog Discussion
    • Results
      • Survey
        • Participants’ confidence in their teaching of globalization is stronger and participants’ understanding of globalization is better than before participating in this project.
        • The Taipei participants’ experiences from this activity are more positive than New York participants.
    • Results
      • Pre-post t-test: significant differences
      • Understanding of globalization and its importance improved
      • More awareness of the effects of globalization on their own country and other countries
      • Stronger beliefs that teacher education program should provide more training
      • Increased confidence in their ability to design instructional materials related to globalization
    • Analysis of Participation
        • Majority of the participants’ accessed the blog at least once a week (67%)
        • Favorite activities: e-pal, wikis, and life-maps
        • Least favorite activity: blog discussion (90%)
    • Participants’ Responses
      • Opportunities to collaborate with teachers from another country
      • Globalization into curriculum
      • New knowledge of ICTs
    • Instructors’ Responses
        • Least successful activity: E-pal
        • Teacher education programs should provide candidates with more training
        • Participants expanded their views on the globalization and ICTs
    • Discussion
      • First-hand authentic experience
      • Demonstrated use of ICTs in teaching
      • ICTs bridged the time and location between participants from the two countries
      • Difficulties and challenges
          • Language barrier
          • Time difference
          • Technology skills
    • Recommendations
      • Develop additional strategies that increase sense of a virtual community
      • Design instructional materials that assist students’ use of the online tools for collaboration
      • Explore ways to reduce language barrier between the groups
    • Future Plans
      • Expansion to other countries
      • Revised activities (e-pal and online chat room; digital story telling)
      • Google services (Google document, Google Earth, Blogger)
      • Additional instructional animation
      • Refocused framework
    • Authors
      • Shiang-Kwei Wang
      • New York Institute of Technology
      • [email_address]
      • Sarah McPherson New York Institute of Technology
      • [email_address]
      • Hui-Yin Hsu
      • New York Institute of Technology
      • [email_address]
      • Mengping Tsuei
      • Taipei Municipal University of Education
      • [email_address]