While taking Seattle Pacific University’s EDTC 6104 Digital Learning Environments course, we are asked to investigate the following ISTE Coaching Standard:
3. Digital Age Learning Environments: Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
Within ISTE Coaching Standard 3: Digital Age Learning Environments, I focused my research on the following indicator:
3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
What digital resources and technologies can teachers use when implementing global projects into the classroom?
In the past I have researched how to build diversity into the classroom by using Skype as well as conducted my own global project using Skype Collaboration. Feel free to go read more about my research and experience with using Skype in the Classroom; for this blog post I choose to focus on other platforms and/or technologies that can assist educators in implementing global projects into their classroom.
When beginning my research I found this wonderful article written by Julie Lindsay called, “5 levels for taking your classroom global”. In the article Julie introduces 5 different levels of how educators can implement global opportunities in their classrooms for the students. I decided to go along with the 5 levels and find resources that will help educators implement global learning into their classrooms.
Level 1: Online interactions
“This level applies to asynchronous communication and involves sharing online learning via digital platforms for others to interact with. Examples include class and individual blog posts as well as digital artifacts posted online for others to view and comment on.” (Lindsay, 2016)
Recommended Level 1 Apps
Buncee – “Create and share projects or participate in the global pen pal program.” (Asia Society, 2019)
Padlet- “A virtual cork board for sharing projects.” (Asia Society, 2019)
SeeSaw- ” Platform for digital student portfolios” (Asia Society, 2019)
Level 2: Real encounters
“The goal of this level is to connect in real time using whatever tool is available to those connecting. Synchronous interaction means learning is instant and participants can ask questions, share media and build understanding of each other in a very short time.” (Lindsay, 2016)
Recommended Level 2 Apps
ePals– “A community of collaborative classrooms engaged in cross-cultural exchanges, project sharing, and language learning.” (Asia Society, 2019)
Empatico– “Is a free online tool that connects students aged 7 – 11 to
classrooms around the world using video conference technology.” (Asia Society, 2019)
Global Nomads Group– “Videoconferencing, virtual reality, and other interactive technologies bring young people together across cultural and national boundaries to examine world issues and to learn from experts in a variety of fields.”(Asia Society, 2019)
Level 3: Online learning
“The aim of this level is to encourage learning through digital interaction and sharing of artifacts. It applies to the development of online communities to support curriculum objectives and may be localized (between classes and schools in the same geographic region) or be more global. The learning focus is asynchronous interaction, although some serendipitous synchronous communication may take place, such as a chat facility for participants.” (Lindsay, 2016)
Recommended Level 3 Apps
PenPal Schools– “A thoughtful, ready-to-go platform that builds global awareness and collaboration skills by facilitating authentic, cross-cultural PBL experiences.” (Common Sense Media, 2019)
Level Up Village- “STEAM curriculum that connects students to partners around the globe.” (Asia Society, 2019)
Level 4: Communities of practice
“This level is designed for specific learning objectives as a global community of learners. Communication can be both synchronous and asynchronous. The community of practice would normally have a shared objective, such as a global collaborative project and probably a set timeline that dictates workflow and communication patterns.” (Lindsay, 2016)
Recommended Level 4 Apps
Global Read Aloud– “Pick a book to read aloud to your students during a set 6-week period and during that time try to make as many global connections as possible.” (GRA, 2019)
Hour of Code– “The Hour of Code started as a one-hour introduction to computer science, designed to demystify “code”, to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts.” (Hour of code, 2019)
Level 5: Learning collaboratives
“The purpose of this community is a little harder to grasp, but it’s basically about fostering learner autonomy for online global collaboration. Each member of the collaborative (educator, student, community partner) has the confidence and ability to initiate collaborations and co-creations within the collaborative. The learning paradigm is redesigned to encourage students to take leadership roles and, in doing so, co-create solutions to global problems and challenges.” (Lindsay, 2016)
Recommended Level 5 Apps
Global Kids– “Using interactive and experiential methods, the program aims to educate youth about critical international and foreign policy issues. Through its professional development program, GK also provides educators with strategies for integrating a youth development approach and international issues into their classrooms.” (Asia Society, 2019)
Taking It Global- “A global online community that seeks to inspire, inform, connect, and empower youth to take action in to improve communities locally and globally. “ (Asia Society, 2019)
Asia Society. Technology Tools for Global Education. Retrieved from https://asiasociety.org/sites/default/files/inline-files/technology-tools-for-global-collaboration-edu.pdf
Common Sense Education. Pen Pal Schools. Retrieved from https://www.commonsense.org/education/website/penpal-schools
GRA. The Global Read Aloud. Retrieved from https://theglobalreadaloud.com/
Hour of Code. (2019). What will you create? Retrieved from https://hourofcode.com/us?gclid=Cj0KCQjw-b7qBRDPARIsADVbUbXNYZXmUVzHJlKNdHLXPrCTk6KtwuY9Xvsg3OEEnwwlUxf78jaNqa8aAqgrEALw_wcB#
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches
Lindsay, Julie. (2016, July 19). 5 levels for taking your classroom global. Retrieved from https://www.iste.org/explore/In-the-classroom/5-levels-for-taking-your-classroom-global