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Future of Education Global Awareness Panel

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Slides for our September 10, 2009 panel on the Future of Education web site

Publicado en: Educación, Empresariales

Future of Education Global Awareness Panel

  1. 1. + Global Awareness An Essential 21st Century Skill Future of Education Panel September 10, 2009
  2. 2. + Participants  Shari Albright, Asia Society  Kim Cofino, Bangkok International School  Lucy Gray, Global Education Collaborative  Steve Hargadon, Future of Education  Westley Field, Skoolaborate  Carol Anne McGuire, Rock Our World  Diane Midness, iEARN  Rita Oates, ePals  Sharon Peters, Teachers Without Borders  Julene Reed, Polar Bears Int’l & Roots and Shoots  Michael Searson, Kean University
  3. 3. + The Global Education Collaborative
  4. 4. + Partnership for 21st Century Skills
  5. 5. + Partnership for 21st Century Skills  Core subjects  English/Language Arts  World Languages  Arts  Mathematics  Economics  Science  Geography  History  Government and Civics
  6. 6. + Partnership for 21st Century Skills  21st century interdisciplinary themes to be woven into content  Global awareness  Financial, economic, business and entrepreneurial literacy  Civic literacy  Health literacy
  7. 7. + Partnership for 21st Century Skills  Learning and Innovation Skills  Creativity and innovation  Critical thinking and problem solving  Communication and collaboration  Information, media and technology skills  Life and career skills
  8. 8. + Leading for Global Competency
  9. 9. + Questions  What is global awareness?  What are the benefits to students? To teachers?  How can schools incorporate this into their missions  How do individual teachers carry the torch?  How do you get started?  How does global awareness impact the real world?  What is the role of student travel?  What does a globally oriented student, teacher, school look like?  What’s the future for global education?
  10. 10. + Asia Society Shari Albright Chief Executive Officer Asia Society International Studies Schools Network
  11. 11. + Defining Global Competence  Investigate the World  Recognize Perspectives  Communicate Ideas  Take Action This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.
  12. 12. + Investigate the World Students investigate the world beyond their immediate environment. Students can…  Generate and explain the significance of locally, regionally or globally focused researchable questions.  Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages.  Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems.  Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.
  13. 13. + Recognize Perspectives Students recognize their own and others’ perspective. Students can…  Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective.  Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives.  Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena.  Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives. This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.
  14. 14. + Communicate Ideas Students communicate their ideas effectively with diverse audiences. Students can…  Recognize that diverse audiences may perceive different meanings from the same information.  Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences.  Explain how effective communication impacts understanding and collaboration in an interdependent world.  Select and effectively use appropriate technology and media to communicate with diverse audiences. This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.
  15. 15. + Take Action Students translate their ideas and findings into appropriate actions to improve conditions.Students can…  Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally.  Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference.  Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.  Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively. This is work under development by the Asia Society and the Council of Chief State School Officers – all rights reserved.
  16. 16. + For further information about this definition or the school design models of the International Studies Schools Network (ISSN), please contact: Shari Albright Asia Society ISSN
  17. 17. + Kim Cofino Kim Cofino Bangkok International School Always Learning
  18. 18. + Westley Field Managing Director, Skoolaborate Skoolaborate Blog
  19. 19. + Lucy Gray Founder, The Global Education Collaborative Education Technology Specialist University of Chicago Center for Elementary Mathematics and Science Education
  20. 20. + Carol Anne McGuire Founder, Rock Our World Technology Integration Specialist,
  21. 21. + Learning with the world, not just about it iEARN International Education and Resource Network Pearl World Youth News Our Footprints, Our Future Teachers, Guide to International Collaboration Oxfam: Education for Global Citizenship Diane Midness iEARN-USA Director Professional Development
  22. 22. +Web 2.0 Tools and Social Networking for Global Collaborative Learning Dr. Rita Oates, VP, Education Markets
  23. 23.  Profiles of classrooms in 200 countries & territories  Reach 18 million students & teachers  2,000 new schools/month  Policy managed & Teacher supervised  TRUSTe certified for child safety  Free global community, email and blogs
  24. 24. What is ePals? ePals Global Network– Internet’s largest social learning network reaching 18 million teachers and students in 200 countries for teacher-supervised, cross-cultural pen pal exchanges, project- sharing and project-based learning, literacy and foreign language skill practice. ePals SchoolMail– Safe, protected, multilingual email designed for school safety. “Walled Garden” with only K12 students, teachers and parents. Translates to 35 languages. ePals SchoolBlog- Safe, protected blog predetermining who can participate, access and post. Great for writing journals, events, projects. Parents can have full/partial access. Projects– “Way We Are,” science projects; Literacy skill resource, National Geographic, IBM eMentoring for STEM careers, Intel Classmate PC/World Ahead project
  25. 25. + Project Search
  26. 26. Project Plan: 5 or 6 emails
  27. 27. + Forums  Teacher Forums  Student Forums  Moderated by our staff  Your students can post a question Friday night and see answers from other students all weekend  Project Forums  Specific to our projects or to projects teachers create  Great way to find partners when you have a specific project and dates in mind!  Automatic language translation available in all forums also in 35 languages
  28. 28. +Go Global with ePals 1. Semester or year-long ePals • ELL or foreign language pen pals • Use Skype, other media beyond email 2. Project-based ePals • Collect and share data, photos, stories • Ours, from others, and teacher-created 3. “Update the textbook” with current info from students who live there • Critical thinking about textbook and other sources, form questions
  29. 29. + Sharon Peters Director of Technology Hebrew Academy Montréal Academy
  30. 30. + Teachers Without Borders At 59 million, teachers are the largest professionally-trained group in the world.
  31. 31. + …and the key to social and economic development
  32. 32. + 100 million children do not go to school, 66% - girls 850 million illiterate adults HIV-AIDS infections, domestic violence, the sex trade, military gangs are dominated by the undereducated
  33. 33. +
  34. 34. +Julene Reed, M.Ed. Director of Academic Technology St. George’s Independent School Collierville, TN • 901-457-2170 Advisory Council, Dr. Jane Goodall’s Roots & Shoots Advisory Board, Polar Bears International Advisory Board, Apple Distinguished Educators Advisory Board, Tennessee Distance Learning Association Discovery STAR Educator
  35. 35. + Dr. Jane Goodall’s
  36. 36. +
  37. 37. +
  38. 38. + Nepal, Tanzania, and beyond…  School Supplies  Computers  Science Lab  Documentary on Child Slave Labor  Cultural Exchanges
  39. 39. + Polar Bears International and Tundra Connections
  40. 40. +Polar Bears and Climate Change
  41. 41. + Michael Searson Michael Searson Executive Director Kean University School for Global Education & Innovation