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

Slide 1: New York Institute of Technology Enhancing Teachers’ Global Awareness Through Information and Communication Technologies 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

Slide 2: NYIT Purpose of Study  To increase teachers’ awareness of globalization  To determine the feasibility of ICTs for collaboration between two countries  To assess ICT tools

Slide 3: NYIT 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)

Slide 4: NYIT Collaborative Tool: Blog

Slide 5: NYIT 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

Slide 6: NYIT Research Design Mixed-method (Tashakkori & Teddli) 1998 Research questions: 1) How does participating in this globalization activity affect teachers’ global awareness and their beliefs about infusing globalization into their teaching? 2) How does the teachers’ use of ICTs affect their teaching of globalization in the classrooms? 3) What is the role of ICTs in online collaboration between two groups of participants?

Slide 7: NYIT Participants  New York: 12 inservice teachers enrolled in Language Arts and Technology  Taipei: 8 inservice teachers enrolled in Topics in E-Learning

Slide 8: NYIT 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

Slide 9: NYIT Wikis Example 1 (city clues)

Slide 10: NYIT Wikis Example 2 (city clues)

Slide 11: NYIT Guess the City Activity

Slide 12: NYIT Life Map Example 1

Slide 13: NYIT Life Map Example 2

Slide 14: NYIT Blog Discussion

Slide 15: NYIT Results Survey 1. Participants’ confidence in their teaching of globalization is stronger and participants’ understanding of globalization is better than before participating in this project. 2. The Taipei participants’ experiences from this activity are more positive than New York participants.

Slide 16: NYIT Results Pre-post t-test: significant differences 2. Understanding of globalization and its importance improved 3. More awareness of the effects of globalization on their own country and other countries 4. Stronger beliefs that teacher education program should provide more training 5. Increased confidence in their ability to design instructional materials related to globalization

Slide 17: NYIT 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%)

Slide 18: NYIT Participants’ Responses  Opportunities to collaborate with teachers from another country  Globalization into curriculum  New knowledge of ICTs

Slide 19: NYIT 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

Slide 20: NYIT 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

Slide 21: NYIT 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

Slide 22: NYIT 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

Slide 23: NYIT Authors Shiang-Kwei Wang New York Institute of Technology skwang@nyit.edu Sarah McPherson New York Institute of Technology smcphers@nyit.edu Hui-Yin Hsu New York Institute of Technology hhsu02@nyit.edu Mengping Tsuei Taipei Municipal University of Education mptsuei@tmue.edu.tw