Globalized Standards and Strategies
Most teachers are contractually obligated to insure that specific content and/or process skill objectives are taught to their students. Such standards may range from site or district standards, state-wide required curriculum, standards suggested by national professional organizations, and/or the new Common Core Standards. Regardless of the specific objectives which are required, teachers can help students to develop global competencies by embedding global education concepts into specific units. The active links below are standards-based resources to assist in unit plan development.
As a library media teacher, I've focused on the integration of technology and global education as they relate to NETS Standards and specific lesson plan ideas.
ISTE Standards (International Society for Technology in Education)
Common Core State Standards Initiative
As a library media teacher, I've focused on the integration of technology and global education as they relate to NETS Standards and specific lesson plan ideas.
ISTE Standards (International Society for Technology in Education)
Common Core State Standards Initiative
Standard 1: ISTE/NETS (International Standards for Technology in Education;
National Education Technology Standards)
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
Tech Education and Global Competence themes go hand in hand. The possibilities for integration of global education into this standard are endless. For example, students study the artwork of a given region and brainstorm values of the culture based on what they see. They then create a Prezi incorporating independent research on the country to back up their guesses and creatively present their findings.
In my current artist research lesson plan, in which I collaborate with one of our high school art teachers, I could easily modify to incorporate more of a global focus by having students connect the home town of their artist to the type of art created by that artist. They can explore themes of the art and connect it to the values of the artist’s geographical location. They could then share their presentations, reflecting on the way in which the values/issues of a region influence an artist’s work.
To demonstrate their learning, students would share their multi-media presentations individually, elaborating on the ways in which geography influences our perceptions and values. By sharing their knowledge of a particular artist, and that home town’s characteristics, they will also be teaching students, who will assess each presenter’s level of understanding through use of a rubric which will include Standard 1 benchmarks for achievement as well as Global Competence Standards.
2. Communication and Collaboration (ISTE/NETS)
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a) Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c) Develop cultural understanding and global awareness by engaging with learners of other cultures
d) Contribute to project teams to produce original works or solve problems
Numerous opportunities abound for the integration of global education into this Standard. Collaborative projects are available to the library/tech specialist working with classroom teachers both at home and across the globe. Multi-media presentation tools including Web 2.0 can be utilized for creative and collaborative project-based learning. Sites/organizations including I-Earn and E-Pals offer many opportunities to expand global awareness.
As a modification, students might Skype with peers living close to an Amazonian rain forest in order to learn about environmental issues in that area, rather than relying on traditional print sources for information.
By changing the form of assessment, the library/tech specialist, working in conjunction with classroom teachers, can meet this Standard. For instance, students use multi-media presentation tools such as Glogster and Prezi, or use podcasts or screencasts to present research findings and communicate new knowledge, rather than completing a traditional research paper.
3. Research and Information Fluency (ISTE/NETS)
Students apply digital tools to gather, evaluate, and use information. Students:
a) Plan strategies to guide inquiry.
b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d) Process data and report results.
Educators can easily integrate global education into this Standard. A wealth of resources
are available to support research about global issues from databases such as Gale’s “Global Issues in Context,” to “World and I,” and websites such as “CIA World Factbook,” to Primary Source, and the Newseum’s “International Headlines” page, students have access to high quality information sources to assist them in understanding global issues, cultural differences, geography of the world, etc. Infographics sites such as “Easel.y” allow students to develop valuable skills in the visualizing data for presentations.
As a modification to an existing research unit, students doing research on global issues related to the study of the book, “1984” in their ELA class will use databases such as “Points of View Reference Center” and “Global Issues in Context” to identify issues that relate to the book’s main ideas and central themes. Rather than simply compiling research into a written report, they will be required to present data on their findings through use of Infographics websites. Students will view each other’s presentations in an online gallery format.
For assessment purposes, students will refer to a rubric with specific global competence and multi-media criteria. To achieve the highest level, students will “demonstrate appreciation of interconnected global issues and promote others engagement with issues of global awareness and cultural diversity.” To achieve the highest level in the category of multi-media, students’ use of multimedia will be clearly integrated as a tool toward demonstrating global awareness and enhance the presentation in an innovative way.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a) Identify and define authentic problems and significant questions for investigation
b) Plan and manage activities to develop a solution or complete a project.
c) Collect and analyze data to identify solutions and/or make informed decisions.
d) Use multiple processes and diverse perspectives to explore alternative solutions.
Integrating global education into this standard is a natural and easy task. By having students identify and investigate global problems and posing deep questions that challenge them to think about the interconnectedness of the world, cultural differences and similarities, and the connections between people and issues across the globe, students will develop global awareness.
Global competence objectives can be folded into any research unit or collaborative learning project by posing an essential question incorporating global themes and connections.
For instance, in an ELA unit on memoirs, educators can expand the topic by having students read a memoir such as “Red Scarf Girl,” by Ji-Li Jiang, who describes her experiences growing up during the Cultural Revolution. I took this idea a step further at my school by writing a grant to bring Ms. Jiang to our middle and high schools during the memoir unit. As an alternative extension, one could set up a “Skype the Author” session with Ms. Jiang in which students could ask her questions relating the Cultural Revolution in China with a U.S. event, such as the McCarthy Era or the Salem witch trials. In a geometry class, similarly, it would be enriching to have students study the development of mathematics in the Arab world as part of an extended assignment. A collaborative effort between the library/media teacher and geometry teacher could lead to a rich lesson or series of lessons in which world history research and mathematical concepts were tied together.
For assessment purposes, the librarian/media teacher and classroom teacher work collaboratively to include technology. For example, students could demonstrate knowledge through a multi-media presentation using Prezi or other Web 2.0 tools utilizing a rubric addressing mathematical concept knowledge, research skills and multi-media usage for evaluation purposes.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
To integrate global education into this standard, educators need to simply incorporate global perspectives into content areas as a starting point. For example, before student’s hands hit the keyboard to use the Internet, the library/media teacher or classroom teacher could initiate a discussion about computer equity and wireless access issues around the world. Responsible use of technology can be broadened as a topic area by also discussing censorship of the Internet by governments such as China, citizenship journalism and its power (one could incorporate a discussion of the Egyptian uprising), etc. By initiating global partnerships through organizations such as E-Pals or I-Earn and making use of technology tools such as Skype, students across the globe will develop enthusiasm for the use of technology as a tool toward lifelong learning and global understanding.
To meet information literacy learning objectives, the library/media teacher can devote time to the sharing of global competence related resources with all ninth grade students during fall orientation activities. By mentioning sources such as “Global Issues in Context,” and demonstrating search skills by using global topics as examples, students will start the year off with global issues on their mind. Book and art displays on these topics will leave ninth graders with a first impression of the library as a center for global studies.
Assessment of their knowledge could be evaluated through an online “Scavenger Hunt,” “Web Quest” or survey in which global competence topics are referenced in conjunction with digital citizenship and information literacy skills such as responsible use of technology, location and evaluation of information, etc. Open ended, self-reflective questions would provide both the library/media and classroom teacher with information about student’s level of learning related to these issues.
National Education Technology Standards)
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
Tech Education and Global Competence themes go hand in hand. The possibilities for integration of global education into this standard are endless. For example, students study the artwork of a given region and brainstorm values of the culture based on what they see. They then create a Prezi incorporating independent research on the country to back up their guesses and creatively present their findings.
In my current artist research lesson plan, in which I collaborate with one of our high school art teachers, I could easily modify to incorporate more of a global focus by having students connect the home town of their artist to the type of art created by that artist. They can explore themes of the art and connect it to the values of the artist’s geographical location. They could then share their presentations, reflecting on the way in which the values/issues of a region influence an artist’s work.
To demonstrate their learning, students would share their multi-media presentations individually, elaborating on the ways in which geography influences our perceptions and values. By sharing their knowledge of a particular artist, and that home town’s characteristics, they will also be teaching students, who will assess each presenter’s level of understanding through use of a rubric which will include Standard 1 benchmarks for achievement as well as Global Competence Standards.
2. Communication and Collaboration (ISTE/NETS)
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a) Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c) Develop cultural understanding and global awareness by engaging with learners of other cultures
d) Contribute to project teams to produce original works or solve problems
Numerous opportunities abound for the integration of global education into this Standard. Collaborative projects are available to the library/tech specialist working with classroom teachers both at home and across the globe. Multi-media presentation tools including Web 2.0 can be utilized for creative and collaborative project-based learning. Sites/organizations including I-Earn and E-Pals offer many opportunities to expand global awareness.
As a modification, students might Skype with peers living close to an Amazonian rain forest in order to learn about environmental issues in that area, rather than relying on traditional print sources for information.
By changing the form of assessment, the library/tech specialist, working in conjunction with classroom teachers, can meet this Standard. For instance, students use multi-media presentation tools such as Glogster and Prezi, or use podcasts or screencasts to present research findings and communicate new knowledge, rather than completing a traditional research paper.
3. Research and Information Fluency (ISTE/NETS)
Students apply digital tools to gather, evaluate, and use information. Students:
a) Plan strategies to guide inquiry.
b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d) Process data and report results.
Educators can easily integrate global education into this Standard. A wealth of resources
are available to support research about global issues from databases such as Gale’s “Global Issues in Context,” to “World and I,” and websites such as “CIA World Factbook,” to Primary Source, and the Newseum’s “International Headlines” page, students have access to high quality information sources to assist them in understanding global issues, cultural differences, geography of the world, etc. Infographics sites such as “Easel.y” allow students to develop valuable skills in the visualizing data for presentations.
As a modification to an existing research unit, students doing research on global issues related to the study of the book, “1984” in their ELA class will use databases such as “Points of View Reference Center” and “Global Issues in Context” to identify issues that relate to the book’s main ideas and central themes. Rather than simply compiling research into a written report, they will be required to present data on their findings through use of Infographics websites. Students will view each other’s presentations in an online gallery format.
For assessment purposes, students will refer to a rubric with specific global competence and multi-media criteria. To achieve the highest level, students will “demonstrate appreciation of interconnected global issues and promote others engagement with issues of global awareness and cultural diversity.” To achieve the highest level in the category of multi-media, students’ use of multimedia will be clearly integrated as a tool toward demonstrating global awareness and enhance the presentation in an innovative way.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a) Identify and define authentic problems and significant questions for investigation
b) Plan and manage activities to develop a solution or complete a project.
c) Collect and analyze data to identify solutions and/or make informed decisions.
d) Use multiple processes and diverse perspectives to explore alternative solutions.
Integrating global education into this standard is a natural and easy task. By having students identify and investigate global problems and posing deep questions that challenge them to think about the interconnectedness of the world, cultural differences and similarities, and the connections between people and issues across the globe, students will develop global awareness.
Global competence objectives can be folded into any research unit or collaborative learning project by posing an essential question incorporating global themes and connections.
For instance, in an ELA unit on memoirs, educators can expand the topic by having students read a memoir such as “Red Scarf Girl,” by Ji-Li Jiang, who describes her experiences growing up during the Cultural Revolution. I took this idea a step further at my school by writing a grant to bring Ms. Jiang to our middle and high schools during the memoir unit. As an alternative extension, one could set up a “Skype the Author” session with Ms. Jiang in which students could ask her questions relating the Cultural Revolution in China with a U.S. event, such as the McCarthy Era or the Salem witch trials. In a geometry class, similarly, it would be enriching to have students study the development of mathematics in the Arab world as part of an extended assignment. A collaborative effort between the library/media teacher and geometry teacher could lead to a rich lesson or series of lessons in which world history research and mathematical concepts were tied together.
For assessment purposes, the librarian/media teacher and classroom teacher work collaboratively to include technology. For example, students could demonstrate knowledge through a multi-media presentation using Prezi or other Web 2.0 tools utilizing a rubric addressing mathematical concept knowledge, research skills and multi-media usage for evaluation purposes.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
To integrate global education into this standard, educators need to simply incorporate global perspectives into content areas as a starting point. For example, before student’s hands hit the keyboard to use the Internet, the library/media teacher or classroom teacher could initiate a discussion about computer equity and wireless access issues around the world. Responsible use of technology can be broadened as a topic area by also discussing censorship of the Internet by governments such as China, citizenship journalism and its power (one could incorporate a discussion of the Egyptian uprising), etc. By initiating global partnerships through organizations such as E-Pals or I-Earn and making use of technology tools such as Skype, students across the globe will develop enthusiasm for the use of technology as a tool toward lifelong learning and global understanding.
To meet information literacy learning objectives, the library/media teacher can devote time to the sharing of global competence related resources with all ninth grade students during fall orientation activities. By mentioning sources such as “Global Issues in Context,” and demonstrating search skills by using global topics as examples, students will start the year off with global issues on their mind. Book and art displays on these topics will leave ninth graders with a first impression of the library as a center for global studies.
Assessment of their knowledge could be evaluated through an online “Scavenger Hunt,” “Web Quest” or survey in which global competence topics are referenced in conjunction with digital citizenship and information literacy skills such as responsible use of technology, location and evaluation of information, etc. Open ended, self-reflective questions would provide both the library/media and classroom teacher with information about student’s level of learning related to these issues.