You are here:

Opportunities and Challenges of Using Technology to Teach for Global Readiness in the Global Read Aloud
PROCEEDING

, , , Elon University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Technology can create new opportunities for learning with and from people of other cultures, not just about them The Global Read Aloud (GRA) offers an example of such learning possibilities The GRA is a project that connects classrooms via digital technologies to discuss common texts This exploratory research examined the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA Our findings are based upon the survey responses of 516 teachers who participated in the GRA and the observation in two schools of 16 lessons during the GRA Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear We discuss implications for teaching and teacher preparation for global readiness in a digital era

Citation

Carpenter, J., Weiss, S. & Justice, J. (2018). Opportunities and Challenges of Using Technology to Teach for Global Readiness in the Global Read Aloud. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 822-831). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2024 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Barnatt, J., Winter, M., Norman, V., Baker, D., & Wieczorek, S. (2014). Using cultural artifacts to understand self and other: A global exchange in elementary classrooms. The Ohio Social Studies Review, 51(1), 7-17.
  2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  3. Carpenter, J.P. (2015). Digital backchannels: Giving every student a voice. Educational Leadership, 72(8), 54-58.
  4. Carpenter, J.P. (2016). Teachers at the wheel. Educational Leadership, 73(8), 30-35.
  5. Carpenter, J.P., & Green, T.D. (2017). Mobile instant messaging for professional learning: Educators' perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53-67.
  6. Carpenter, J.P., & Justice, J.E. (2017). Evaluating the roles of technology in the Global Read Aloud project. Computers in the Schools, 34(4), 284-303.
  7. Carpenter, J.P., Tur, G., & Marín, V.I. (2016). What do US and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study. Teaching and Teacher Education, 60, 131-143.
  8. Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195.
  9. Cushner, K. (2012). Intercultural competence for teaching and learning. In B. Shaklee, & S. Baily (Eds.), A framework for internationalizing teacher education (pp. 41-59). Lanham, MD: Rowman Littlefield.
  10. Darling-Hammond, L. (2010). The flat world and education. New York, NY: Teachers College Press.
  11. Dressman, M. & Journell, W. (2011) Using videoconferences to diversify classrooms electronically. The ClearingHouse: A Journal of Educational Strategies, Issues and Ideas, 84:3, 109-113, DOI:10.1080/00098655.2010.538757
  12. Ford, T. & Glimps, B.J. (2008) Using internet technology tools to teach about global diversity. The ClearingHouse: A Journal of Educational Strategies, Issues and Ideas, 82:2, 91-95, DOI:10.3200/TCHS.82.2.91-95
  13. Gerstein, R.B. (2000) Videoconferencing in the classroom, Computers in the Schools, 16(3-4), 177-186,
  14. Hansen, D.T. (2010). Cosmopolitanism and education: View from the ground. Teachers College Record, 112, 1-30.
  15. Harshman, J.R., & Augustine, T.A. (2013). Fostering global citizenship education for teachers through online research. Educational Forum, 77(4), 450-463.
  16. Hull, G.A., & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and “proper distance”: Striving to understand in a global world. Curriculum Inquiry, 44(1), 15-44.
  17. International Society for Technology in Education (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016 Kerkhoff, S.N. (2017). Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale. Teaching and Teacher Education, 65, 91-106.
  18. Krutka, D.G., & Carano, K.T. (2016). “As long as I see you on Facebook I know you are safe”: Social media experiences as humanizing pedagogy. In A.R. Crowe& A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 207-222). New York, NY: Springer International
  19. Larson, L., & Dwyer, B. (2015). Digging deeper with reader response: Using digital tools to support comprehension of literary texts in online learning environments. In T. Rasinski, K.E. Pytash, & R.E. Ferdig (Eds.), Using technology to enhance reading: Innovative approaches to literacy instruction (pp. 121–130). Bloomington,
  20. Leduc, R. (2013). Global citizenship instruction through active participation: What is being learned about global citizenship? Educational Forum, 77(4), 394-406.
  21. Lindsay, J., & Davis, V. (2013). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. Upper Saddle River, NJ: Pearson.
  22. Lock, J.V. (2015). Designing learning to engage students in the global classroom. Technology, Pedagogy and Education, 24(2), 137-153.
  23. Merryfield, M.M., Lo, J.T.Y., Po, S.C., & Kasai, M. (2008). Worldmindedness: Taking off the blinders. Journal of Curriculum and Instruction, 2(1), 6-20.
  24. Myers, J., & Eberfors, F. (2010). Globalizing English through intercultural critical literacy. English Education, 42(2), 148-170.
  25. Peters, L. (2009). Global education: Using technology to bring the world to your students. Eugene, OR: International Society for Technology in Education.
  26. Pitts, M.J., & Brooks, C.F. (2016). Critical pedagogy, internationalisation, and a thirdspace: cultural tensions revealed in students’ discourse. Journal of Multilingual and Multicultural Development, 38(3), 251-267.
  27. Reynolds, R. (2015). One size fits all? Global education for different educational audiences. In R. Reynolds, D. Bradbery, J. Brown, K. Carroll, D. Donnelly, K. Ferguson-Patrick, & S. Macqueen (Eds.), Contesting and constructing international perspectives in global education (pp. 27-41). Rotterdam, Netherlands: Sense
  28. Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). London, UK: Sage.
  29. Sancho, J.M. (2008). Opening students’ minds: Educational technology in a growing internationalised world.” In M. Hellstén & A. Reid (Eds.), Researching international pedagogies (pp. 259–276). Dordrecht,
  30. Trust, T., Carpenter, J.P., & Krutka, D.G. (2017). Moving beyond silos: Professional learning networks in higher education. The Internet and Higher Education, 35, 1-11.
  31. Tye, K. (2009). A history of the global education in the United States. In T. Fuss Kirkwood-Tucker (Ed.), Visions in global education (pp. 3–24). New York, NY: Peter Lang.
  32. Union, C., & Green, T. (2013). The use of web 2.0 technology to help students in high school overcome ethnocentrism during global education projects: A crosscultural case. The Georgia Social Studies Journal, 3(3), 109-124.
  33. Walsh, L. (2016). Educating generation next: Young people, teachers and schooling in transition. Houndsmill, UK: Palgrave Macmillan.
  34. Wang, C.M. (2011). Instructional design for cross-cultural online collaboration: Grouping strategies and assignment design. Australasian Journal of Educational Technology, 27(2), 243-258.
  35. Young, M., & Commins, E. (2002). Global citizenship: The handbook for primary teaching. Cambridge: Chris Kington Publishing.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References