EDCI 5825 Week 3

Now that there is unlimited potential to celebrate the work of students with their communities, what is the best way to mange this opportunity?

There are many opportunities to share students work with their classroom and social communities, but perhaps my favorite example was the use of Web. "The Web represents an audience extraordinaire. It is virtually limitless and allows for connections to Peace Corps Volunteers in developing countries, to the local senior citizen's center, and millions of others in between" (November, 2010, pg. 43). Like that quote, I agree that increasing the audience to students work can definitely benefit classroom work and foster skills if used in a safe and pro-active way. In addition, by allowing different formatting of feedback and creating an autonomous environment, students use self-directed learning techniques which in turn - nurtures a student's 'Mastery' (Competency) and Purpose (Dan Pink video - GNA WIKI). This process truly magnifies the opportunities technology provides for the classroom. A specific example of using the Web as a tool to post student's work is the Class Blog or Wiki. Other examples are using Skype in the classroom (chat/video documentaries) or emailing (cultural exchanges). I have been using Skype for many years to talk with friends around the globe, but this is the first time I have noted this specific use.

Link: THE WORLDWIDE CLASSROOM

How can we create authentic work and relationships for our students to give them a deeper meaning in relation to complex issues such as globalization and cultural sensitivity?

This task is truly an important responsibility of the teacher. Without meaningful work and 'Big Idea' schema, the results will most likely be fruitless. However, if technology is used in a creative/congruent way, student's can expand their perspective on classwork and in a social context globally. This would definitely be a goal of mine in the English Content Area. Because my subject deals so much with Humanities I feel a certain responsibility to make sure that my students are aware of the 'global' communities they are and will become a part of. "We can start teaching students how to utilize communication technologies effectively from the early primary grades through high school and beyond to create partnerships between students within their city, their country, or even the world" (November, 2010, pg 34). There is an excellent example of this used in the classroom setting in our text: through a real-time videoconferencing class lesson a student from the U.S was surprised to find that upon 'meeting' his classmate (conferencing from Puerto Rico) she did not match his limited understanding of the Hispanic culture or stereotype of what he had in mind. (November 2010) They were able to carry out their task involving language skills but there was another lesson learned that day. Technology can expand our student's minds to awareness of cultural 'etiquette' or sensitivity. There is also an example of how technology can create awareness of globalization. This instance is not a wholly positive example because there are still a few kinks to work out in the prep. Based on a mock- United Nations scenario students posed a question to students in Israel. Students were sadly not prepared when the Israeli students responded to their question - "Will there be peace?" with... "Peace depends on water rights." (November 2010). Even mistakes with technology can lead to learning experiences.

What are the emerging collaborative relationships for teachers?

(November 2010) Colleen is having motivational issues and her teacher notes that she has a relative with a physical disability. The teacher invites a social worker from their community to come and speak to Colleen's class about a problem they need help with. The awareness of services for clients was abundant but the facility had no way to provide access to them. Colleen was hooked instantly based on her emotional intelligence of the issue surrounding her family member. Colleen created a database for the greater Boston area that provided lists of all the services available to the community. In this instance, teacher, student and technology 'collaborated' in a relationship that was beneficial to them as well as their communities.