Emmily Sarmiento
EDL635
Dr. Jones
Assignment #1
As teachers in the 21st century, our classroom demographic has shifted towards teaching digital natives. This new population of students we have been immersed in technology all their lives and, as a result, are equipped with sophisticated technical skills and learning preferences that exceed the expectations set by traditional education (Bennett, Maton, & Kervin, 2008). This generational change has pushed educators, from school leaders to classroom teachers, to incorporate technology in innovative ways that appeal to students.
A common debate in technology is whether its increased use is creating a divided society or bringing us closer together. With the COVID-19 Pandemic, almost everyone worldwide gained a new appreciation for technology as it became our most daily tool to connect with family and friends during quarantine. However, as we return to the classroom, teachers, including myself, begin the “no cell phone” policy to prevent students from being distracted by their devices. This act of banning cellular devices, or any electronic device for that matter, has propped the question if this benefits or harms our students’ education. After all, students are divergent, digital learners that constantly use devices to solve real-life problems; therefore, why should it be any different at school? Instead of prohibiting electronic devices, teachers can use them appropriately to show students how to be digitally responsible (Sheninger, 2014). As a result, teachers face the technological issue of utilizing technology to help build global connections and instill a sense of global citizenship in our students.
This issue of finding an appropriate way for technology to link with a global connection stems from the course that I have been teaching for the last three years. In my school, I am one of three AICE Global Perspectives teachers. Teaching as part of the Cambridge Program has involved me in multiple pieces of training with individuals around the world. The main objective of my class is to educate students on research and communication methods to find a potential solution to global issues. Global students are free to decide which global issues they would like to research and must apply this issue on a local, national, and international level. All the components of this course require technology integration since candidates must also present a multimedia presentation on an issue of their choice.
As I continue to teach this class, I have found that while we, as teachers, do an excellent job at refining our students’ communication and research skills, there is still more that can be done on helping our students connect with their global issue. For instance, we utilize various websites and online databases in the classroom that build knowledge for our students. Yet, if we want to promote global citizenship and awareness, technology must also be used to transport our students in a way that brings global issues to life rather than simply reading about them.
Using technology to enhance our students’ global connection will better prepare them to solve real-world problems and see the value that technology can have on education. Students who achieve global awareness will be able to work with people from diverse backgrounds which is important for social and academic success in an interconnected world (Fresno Pacific University, 2018).
Even though it may be easier to help students research an issue through web articles instead of interviewing primary sources or connecting with other classrooms, the effort put forth in establishing a strong global connection will be worthwhile. For this to be successful, teachers must be equipped with the right infrastructure and professional development (Casap, 2013). School leaders, as in our administrative team, must invest in technology that will be readily available to teachers and that can be used to connect with other colleagues and the classroom. Administrators and teachers alike must jump on the opportunity to globally network, especially if this means stepping outside of a comfort zone. For example, in AICE Global training, teachers from all over the world meet virtually to learn the course material. Teachers can exchange contact information to set a time for classes to engage in a debate about an issue that they may share. Teachers can set partners up beyond the classroom to research a topic and discuss their findings. When students see that a classroom lesson can be applied to a class in other regions, the educational impact it has on them can be greater.
Administrators and Curriculum Directors must work in collaboration with teachers to identify areas that can be facilitated by school leaders to help reach the goals of a shared vision. Coordinators of classes can look into shared standards or objectives on which classes within the same district can work together on. Teachers must also be trained on how to ensure the security of technology when connecting with other classes via digital methods. When educators make time for professional growth, our students will reap the benefits.
Technology has the potential to highlight student choice and improve the education setting overall. If teachers and school leaders are aware of how to implement these tools correctly, student achievement can soar and the benefits can be witnessed beyond the classroom. As educators, our goal is to prepare our students for the real world and technology can help us do just that. Instead of viewing technology and the internet as tools that are isolating our society, we can use them in a positive way to unify our new generation.
References
Bennett, S., Maton, K.A., and Kervin, L. (2008). The ‘digital natives debate: A critical review of the evidence. The University of Wollongong. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2465&context=edupapers
Casap, J. (2013, September 1). Saving the silver bullet: Jaime Casap at TEDxFargo. TEDx Talks. https://www.youtube.com/watch?v=FbXgCLMl9R4
Fresno Pacific Staff. (2018, December 28). What is global awareness and why does it matter? Fresno Pacific University. https://ce.fresno.edu/news/what-is-global-awareness-and-why-does-it-matter/#:~:text=An%20ability%20to%20understand%2C%20respect,countries%2C%20cultures%20and%20religious%20settings.
Sheninger, E. (2014, November 3). Schools that work for kids. TedTalk. https://www.youtube.com/watch?v=mwrLVvORugw