Using Technology to Prepare Students for the Challenges of Global Citizenship (original) (raw)
Related papers
Promoting Global Citizenship through Intercultural Exchange Using Technology
Concepts, Methodologies, Tools, and Applications
This chapter presents a critical instance case study that describes the implementation of an international, telecollaborative project between elementary level students in rural Kentucky and those located in Rio de Janeiro. Learning activities focused on the development of cultural knowledge and understanding, with the main goal of increasing the students' global citizenship characteristics by comparing cultural backgrounds with an emphasis on cultural similarities and differences between the two groups. This was accomplished through the Travel Buddy Project, a new pedagogical approach to learning that combines blog exchanges with photographic documentation couched in culturally oriented lessons.
SAGE, Journal of Creative Communications, 2023
Much has been written about the affordances and limitations of new and globalised learning technologies for educating democratic communities. However, the connection between global citizenship education (GCE) and information and communication technologies (ICTs) remains relatively underexplored, especially concerning their impact on promoting critical consciousness and social justice. This lack of exploration creates a knowledge gap, as we currently fall short of a comprehensive understanding of how educators worldwide utilise ICTs to foster GCE critically and ethically, and more broadly contribute to the common goodconsidered a pivotal element of political and social morality. This special issue examines how educators are effectively integrating GCE into their classroom practices in the digital age.
Journal of Curriculum and Instruction, 2008
Global education is essential to students' development of knowledge, skills, and attitudes necessary for future employment and for building successful relationships in an increasingly interconnected and pluralistic society. Incorporation of technology in meaningful and authentic learning experiences with students in the classroom as supported by the Technological Pedagogical Content Knowledge (TPCK) framework allows teachers to foster students' understandings of the interrelationships of peoples worldwide, thereby preparing them to participate meaningfully as global citizens. An overview of web-based organizations that foster global awareness and a description of professional development opportunities in global education are provided. "Children in this country must be provided an education that more than adequately prepares them for citizenship in the society and world they will soon inherit" (Schukar, 1993, p. 57).
Preparing Students to be Global Citizens
The European Conference on Education 2020: Official Conference Proceedings, 2020
A Case Study of Assignments Through an Online Mentoring Program Jin Zhi pp.-8 pp.-18 pp.-26 pp.-32 pp.-52 pp.-64 pp.-76 pp.-88 pp.-98 pp.-106
Imparting 21st Century Global Citizenship Skills to Students Amidst the Covid- 19 Pandemic
Vidyawarta Interdisciplinary Multilingual Peer Reviewed Journal : Impact Factor 7.041 (iijif), Issue 9 September 2020, 2020
With more than a billion students not attending school and college and educational institutions across the world grappling to deal with the challenges of online education, the role of the teacher has once again emerged as crucial and fundamental in keeping the crumbling edifice of education together. The challenge before educational institutions is to cope with the current situation without compromising the Sustainable Development Goal for education. Educators have to ensure students are nurtured to become citizens who are socially, politically, economically and environmentally conscious and active to deal with the changing times. The onus is on teachers to develop Global Citizenship Competencies, like empathy, problem solving, critical thinking, communication and conflict resolution skills. They also have to help students develop a sense and security of identity and universal values such as human rights, peace, justice; respect for diversity and an understanding of the interconnectedness of global issues. Immediate and urgent capacity building of teachers is therefore a necessity of present and future times. This paper highlights a few areas in which college teachers can be trained for enabling them to be at the forefront of online education and to gear them to nurture and create locally responsible global citizens.
Videoconferencing for Global Citizenship Education: Wise Practices for Social Studies Educators
2016
Videoconferencing activities hold particular promise for social studies educators hoping to mediate humanizing experiences that will help students grow as citizens of the world. In this paper, we review literature on videoconferencing for global citizenship education and analyze those efforts towards cosmopolitan citizenship. Through our analysis of scholarly, popular, and practitioner sources, we present three general, and often overlapping, purposes for videoconferencing-intercultural experiences, intercultural projects, and learning about cultures-while providing a variety of examples and options from elementary to higher education. Educators encourage intercultural experiences when the primary purpose for participants' videoconferencing activities is to learn about the people, communities, and cultures with whom they engage. The primary aim of intercultural projects is for participants to utilize videoconferencing to complete some task together. Educators can help students learn about cultures by bringing in people from different countries or cultures to share their expert knowledge or perspectives. We hope educators can glean insights from the videoconferencing cases provided in the text so as to make decision appropriate to their unique students' needs. None of these approaches is necessarily superior to the others, but they may require different time and energy commitments. We also share technology requirements and common problems with videoconferencing. Finally, we conclude with implications for educators and researchers.
Critical Global Citizenship Education: A Study on Secondary School Students
Frontiers in Education, 2022
This article describes a study conducted in Catalonia (Spain) that examines the dimensions of global citizenship education (GCE) that emerge when secondary school students analyse images taken from the digital platforms of the mainstream media. We followed a mixed methodology for the research. To analyse the data, we employed content analysis, in the form of descriptive and inferential statistics. The results show that students in the final year of compulsory secondary education (aged 15-16) have great difficulty with analysing the information and images contained in media from a global citizenship perspective. While students tend to adopt a perspective of social responsibility, they do not have the tools necessary for critical interpretation of social facts and problems; they are still less able to formulate arguments or make decisions relating to actions within the parameters of social justice.
International Conference for Media in Education 2020 - Diversity education in ICT advanced society, 2020
The Global Interaction course was developed as a part of the former Super Global High School program at Sagano High School. Over the past 7 years the course has developed into a blended learning class that works to engage learners through authentic activities, experience based learning, and real English communication. The class uses a variety of activities, devices, and other information and communication technology (ICT), to allow for different types of work, in two different types of classes. The class is divided into two weekly sections, one called “Speaking”, the other, “Listening”. This paper explains the background of the course and why it was designed, details the course goals and design including the method of design as a blended learning class, explains the research method for gathering data on the effectiveness of the course, and shows the results of the collected data from the most recent 3 school years. All of the course materials are available freely on the school website, which is cited within the paper.