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

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)

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

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?

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

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

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.

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

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%)

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

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

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

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

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

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]

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]