This document summarizes two chapters from a book about technology and global education. [1] The first chapter discusses five socio-technology trends including the social production of knowledge, social networks, the semantic web, media grids, and non-linear learning. [2] The second chapter focuses on making classrooms more global through incorporating global trends, learning, connections, and scaling innovative efforts worldwide. [3] Both chapters emphasize that technology and globalization require educators to develop new skills and approaches to remain relevant in the 21st century classroom.

1. Technology and the Global
Classroom
A Curriculum 21 Study Guide
Chapter 5 – Five Socio-Technology Trends
Chapter 6 – A Classroom as Wide as the World

2. Five Socio-Technology Trends
Stephen Wilmarth
 Social Production of Knowledge
 “Our students are no longer primary consumers of content.
They participate as content creator at rates never before
seen. And the trend is accelerating.” (pg 82)
 Social Networks
 “The new power of social media and networking
technologies to teach is perhaps the least leveraged
technology in formal education systems today.” (pg 85)

3. Five Socio-Technology Trends
Stephen Wilmarth
 A Semantic Web
 “A semantic web will dramatically transform our
relationship to new knowledge for the purposes
of creativity, and our definition of what it means
to be educated.” (pg 88)
 Media Grids
 “ Virtual worlds hold the potential to transform
social interactions online. … there’s almost no
assumption of a human heartbeat behind a web
page, virtual worlds are inherently social
settings” (pg 92)

4. Five Socio-Technology Trends
Stephen Wilmarth
 Non-Linear Learning
 “Should we still be looking at disciplines
as separate, distinct, and unassailable by
anyone outside the walled gardens of the
academy.” (pg 95)

5. Five Socio-Technology Trends
Stephen Wilmarth
Reflection on Chapter 5.
How we approach teaching in the 21st Century, should mirror how we
approach learning. Technology is not going away, as educators we have a
responsibility to remain flexible and open to incorporating new technologies
into our instruction. To do this effectively, we must not treat technology as
isolated bits of stuff, but rather discover creative ways to embed it’s use
within the knowledge base, thereby allowing student to make connections.
www.Stayoutofschool.com

6. A Classroom as Wide as the World
Vivien Stewart
 Global Trends
 “International knowledge and skills are no longer
just a luxury for a few would-be specialists but
are a new basic for all students” (pg 101)
 Global Learning
 Knowledge of other world
regions, cultures, economies, and global issues
 Skills to communicate in languages other than
English
 Values of respect for other cultures and the
disposition to engage responsibly as an actor in
the global context. (pg 102)

7. A Classroom as Wide as the World
Vivien Stewart
 Global Connections
 “Thanks to technology and to the Internet, all
children now are children of the globe, not just
children of the neighborhood where they live.”
(pg 107)
 Going to Scale
 “…hundreds of innovative efforts are under way
in schools (local) … to add global content and
connections. But as encouraging as these
efforts are, they are islands of excellence.” (pg
110)

8. A Classroom as Wide as the World
Vivien Stewart
Reflection on Chapter 6
As our world continues to be more connected economically, politically, and
socially, the need to educate our youth in a global context will continue to
grow. In a 24/7 media cycle world events unfold in real-time on our computers,
TV’s, and mobile devices, the impact of which is not necessarily instantly
known. This is why it is critical that we begin to develop a sense of global
literacy in all of our students, so they have experience to draw from, when
witnessing and learning about global issues.
Learning about the Globe Learning with the Globe

9. Performance Objectives
 Writes specific curriculum outcomes which require the
effective use of technology to acquire the intended
learning content.
 Identifies the learning content (subject specific)
 Connects the use of technology to the learning content
 Writes measurable specific curriculum outcomes
 Writes specific curriculum outcomes which require the
application of the learning content in a global context.
 Identifies the learning content (subject specific)
 Connects the learning content to global issues
 Writes measurable specific curriculum outcomes

10. Driving Questions
1. How can we write clear, measurable, and concise
specific curriculum outcomes(SCOs) which require
students to effectively use technology in our PEI
Curriculum Documents?
2. How can we write clear, measurable, and concise
specific curriculum outcomes(SCOs) which require
students to engage in global issues in our PEI
Curriculum Documents?
Group Challenge
With the members of your group, choose to answer one (1) of the Driving
Questions stated above , make use of your personal knowledge and experience,
the WIKI site, and any other tools or resources the impact your work.
You will have 5mins to share your results with the group at the end of the meeting.
Please keep a record of your work for the WIKI.
Good Luck.