Innovation and Technology to Drive Global Learning
October 19-20, 2016
Location: The William and Ida Friday Center for Continuing Education
Cost: $175 per person. $600 for a team of four. $150 for each additional member.
CEU: 1.5 CEUs will be awarded upon completion of program study guide.
Each October, World View offers a K-12 Global Education Symposium. This year we will be exploring Innovation and Technology to Drive Global Learning. During the symposium, you will:
- Fuel the drive with dynamic presenters, interdisciplinary sessions, curriculum development opportunities, and a wide-range of exhibitors
- Be in the passenger seat as you experience lessons that demonstrate technology and innovation
- Support your road trip by collaborating with colleagues as you consider your own classroom
- Drive away with tools, strategies, resources, and a professional network to drive global learning
This symposium is co-sponsored by the NC State Board of Education and the Department of Public Instruction, and the UNC at Chapel Hill School of Education.
Phaedra Boinodiris is IBM’s global lead for serious games and gamification at IBM. Since the start of her career at IBM she has incubated a game development ecosystem on IBM’s cloud, and IBM’s first serious games practice solving complex problems across industry. She is also the author of Serious Games for Business. Boinodiris’ earlier work in serious games is being used in over 1000 schools worldwide to teach students the fundamentals of business optimization. Boinodiris was honored by Women in Games International as one of the top 100 women in the games industry. Prior to working at IBM, she was a serial entrepreneur for 14 years where she co-founded WomenGamers.Com, a popular women’s gaming portal. There she subsequently started the first scholarship for women to pursue degrees in game design and development in the US. In November of 2015, Boinodiris was elected as a member of IBM’s Academy of Technology and has 6 patents in the gaming space. Boinodiris mentors business school students at her alma-mater UNC-Chapel Hill where she is also UNC’s 2016 Social Entrepreneur in Residence.
William M. Ferriter is a sixth grade science teacher in a professional learning community near Raleigh. As a National Board Certified Teacher, Bill has designed professional development courses for educators nationwide on topics ranging from establishing professional learning communities to integrating the Common Core State Standards into Science and Social Studies classrooms. His educational technology trainings center on using digital tools to give students the opportunity to drive meaningful change in the world around them. Ferriter has also developed school-wide technology rubrics and surveys that identify student and staff digital proficiency at the building level. He is a founding member and senior fellow of the Collaboratory and has served as teacher in residence at the Center for Teaching Quality. He is a contributing author to two assessment anthologies, The Teacher as Assessment Leader and The Principal as Assessment Leader, and has also published several articles and books on education, teamwork and digital tools. He maintains a popular blog – The Tempered Radical – where he writes regularly about teaching in today’s world. Follow him on Twitter at @plugusin.
J. Sara Klatchko is an award-winning photojournalist and educator. She specializes in documenting the stories and situations of children across the world, travelling from Nicaragua to Namibia, Australia to Argentina to show how children are defined by tradition and customs, affected by global concerns, and connected by shared universal needs. These specific theme-based stories – often produced in collaboration with international development agencies and advocacy organizations – are developed into exhibitions, books and educational media – which have proven to be an excellent way to teach students about the world and their connection to the world. She speaks at conferences about the importance of visual literacy to deepen the learning experience across the curriculum, and has developed cross-cultural professional development seminars, global collaborative initiatives, workshops and educational books for schools across America. Her work has been published worldwide, exhibited in solo museum shows, and featured on NPR, PBS, and the BBC World Service. She is currently working on a book, Snap and Click: Visual Literacy and Cross-Cultural Understanding (or How to be a Global Photo-Detective).
Hiller Spires is a Professor of Literacy and Technology in the Department of Teacher Education and Learning Sciences in the College of Education at NC State University. She served as the founding director of The William and Ida Friday Institute for Educational Innovation from 2002-2006 and currently serves as FI Senior Research Fellow. Dr. Spires received NC State’s Outstanding Alumni Award in Outreach and Service for providing professional development seminars for K-12 teachers in NC. An award winning and well published faculty member, Dr. Spires, studies the integration of emerging technologies in order to illustrate research-based, best practices for digital literacy learning. She conducts research in the area of game-based literacies and learning on the NSF-funded project, Crystal Island, and co-directs the Friday Institute’s New Literacies Collaborative (newlit.org). She also coordinates the New Literacies & Global Learning program, including the K-12 Literacy Cohort. She is currently helping create a state-of-the-art school in Suzhou, China. Spires received her Ph.D. in literacy education with a cognate in English from the University of South Carolina.
James Thomas has more than 35 years of experience working in the field of public health. Over the course of his career, Dr. Thomas has been a nutritionist, program implementer, professor, researcher, technical advisor, manager, policy advisor, and founder of two nonprofit organizations. He has lived in the Democratic Republic of the Congo and Kenya, and has worked in more than two dozen countries of Africa and Asia. As a professor of epidemiology at UNC, his principal interests are in the social epidemiology of HIV/AIDS, and public health ethics and human rights. As Director of the USAID funded MEASURE Evaluation Project, Dr. Thomas is leading a global team that is advancing countries’ capacities to collect and use data to guide public health policies and programs. Dr. Thomas brings to this effort a particular interest in complexity science and systems thinking. He earned a B.S. in nutrition from the University of California, Davis, and then master’s and doctoral degrees in epidemiology from UCLA.
|Wednesday, October 19||Thursday, October 20|
|8:00||Check-in and Registration|
World View, UNC-Chapel Hill
World View, UNC-Chapel Hill
|8:45||Plenary Session I: Out-Thinking Old School
Global Lead, Serious Games
|8:45||Plenary Session III: Going Digital, Going Global: Inquiry for Deeper Learning
Professor and Senior Research Fellow
College of Education, NC State University
Reading I | Reading II
|9:45||Plenary Session II: Photographic Journeys Across Cultures and Curriculum–And Beyond
J. Sara Klatchko
Kids Across the World
|9:45||Plenary Session IV: Threading the Needle of Technology
|10:45||Break and Exhibits – light refreshments provided||10:45||Break and Exhibits – light refreshments provided|
|11:00||Concurrent Session I: Fueling the Drive: Tools to Drive Global Learning||11:00||Plenary Session V: Changing the World for the Better, Calling Students to Action
William M. Ferriter
Sixth Grade Classroom Teacher, Author and Professional Developer
Wake County Public Schools
|12:00||Lunch – provided||12:00||Closing|
|1:15||Concurrent Session II: Fueling the Drive: Innovative Strategies to Drive Global Learning|
|2:15||Break and Exhibits|
|2:30||Concurrent Session III: Driving Global Learning: Educators in Action
|3:30||Break and Exhibits – light refreshments provided|
|3:45||Concurrent Session IV: In the Passenger Seat: Driving Global Learning with Communities of Practice|
|6:30||End of Day I|
In the weeks leading up to the symposium, we will unpack its theme, Innovation and Technology to Drive Global Learning, by considering the following questions and exploring the corresponding materials below. The study guide is available here.
- What does global learning look like in the classroom? What is my role as a global educator?
- What are some innovative strategies that I can implement this year to prepare my students to be global citizens of the 21st century and beyond?
- What does it look like when student learning is enhanced by effective technology integration? To what extent do I use technology effectively to enhance learning?
- What will I do this year to be innovative and use technology effectively to prepare globally competent students?
- Complete your SWOT analysis and action plan using this study guide
Fueling the Drive: Tools to Drive Global Learning
|Learning Math Creatively with LEGO Bricks
Creativity is an important characteristic of global educators. In response to the creativity crisis, this session brings the engineering ideas of modeling into the math classroom. The LEGO digital designer will be utilized to demonstrate how to integrate technology of the LEGO brick into the manipulation process. Participants will have the opportunity to experience math in a hands-on manner using the LEGO brick as its base. Participants will explore fractions, multiplication, division, graphings, counting and more through a series of hands-on activities. Handouts will be provided.
|Funding Opportunities for Educators to Go Global…Literally!
If you’re interested in learning about different grants and fellowships available to educators, please join us! This session is geared for K-12 educators. The grants and fellowships vary for all subject areas.
|Accessing the World with Digital Technologies: Online Data, Resources, and Virtual Reality
Understanding and embracing differences is crucial in the diverse world we live in. Few have the opportunity to visit the many countries of the world and textbook photographs and text can often be outdated. However, in this digital age we are provided with many opportunities to explore the world and learn about the culture. This presentation will provide a number of resources to the participants as we review digital resources, such as 100 People: A World Portrait and Google Cultural Institute. We will then explore options for taking your students on virtual field trips with the use of virtual reality headsets. Affordable options will be presented that can have large groups of your students whisked off to visit the world.
|Google’s Big Secrets
Sure, there’s Google Drive, and Google’s Gmail, and Google Chrome. But what about Google Trends, and Google G-Grams, and Google Cultural Institute, and Google Maps Maker. For every Google tool you’ve used before, I guarantee that there’s one that you haven’t. This session will explore some of the lesser known Google tools that can do amazing things in your classroom!
|Connecting the Dots: #EduMatch in Action
EduMatch is a global movement where educators come together and learn organically, by connecting with other educators with similar interests. In this session, we will promote the connection of educators in the room, in conjunction with virtual connections facilitated by Voxer and other social media.
|Photo-Detectives: Connecting the Cross-Cultural with the Cross-Curricular
J. Sara Klatchko
Photo-Detectives examine visual images for clues. This dynamic process combining visual literacy and language arts turns students into explorers, and every story into a journey that draws them into different cultures, countries – and curriculum. Participants in this workshop will learn how photographs can spark lively open-ended discussions that tie into various curriculum subjects. They will learn specific sets of questions that enhance the way students observe, analyze and communicate. They will see how photographs can help students differentiate assumption from fact – to draw conclusions based on what they see (not what they assume).
|Creating Student-Generated Maps that Showcase Historical and Cultural Inquiry
Guide students to create maps that answer the “where” and “why” questions. These student-generated maps feature annotations that highlight inquiry-based learning and illustrate historical and cultural developments in a geographic context. Too often, even online maps, are used as passive reference tools. Giving students the tools to create annotated maps activates their creative and higher-level learning skills.
|Using Technology to Focus, Guide, and Collaborate in the Classroom
Jonathan Permar, Leigh Ann Little
In this session for both teachers and administrators, learn how to use technology effectively in the classroom in relation to instructional practice. Facilitators will highlight different educational technology tools that help teachers create more student-driven classrooms, where technology and teachers focus students’ learning, facilitate collaboration, and provide opportunities for independent work. Facilitators and participants will also discuss how these tools can be used to bridge the world and their classrooms. While teachers can take tools directly from this sessions, administrators can hear different examples of effective tech integration to keep in mind when working with teachers (and potentially determine ways to use these tools themselves).
|TRUDACOT (Like an Apricot, but Sweeter!)
The Technology-Rich Unit Design and Classroom Observation Template (TRUDACOT) is an open source tool designed to give teachers a protocol to create learning experiences using technology integration within the context of student agency and higher-order thinking skills steeped in important disciplinary concepts. Technology integration should be purposeful. We should continually ask the question, ‘Technology for the purpose of what?” With that in mind, TRUDACOT provides template of questions that allow educators to think critically – and purposefully – about their technology integration.
Fueling the Drive: Innovative Strategies to Drive Global Learning
|Fostering Cultural Competency through Digital Storytelling
Throughout history, humans have practiced the art of storytelling as a way to communicate information and ideas. Because we are hardwired to relate to stories, digital storytelling has become an effective tool to help students broaden their understanding of cultures and better interpret more complex global issues through the power of personal narrative. This session introduces educators to globally focused digital storytelling and provides interactive activities for unwrapping digital content (mass media, photo essays, oral testimonies) as well as resources for crafting meaningful narratives.
|Designing Immersive Learning Experiences: Games and Simulations in the Classroom
Jennifer Brammer Elliott
This session will help participants understand the underlying concepts that foster learning in games and simulations and the value they hold for helping students develop cultural competency, empathy, and compassion. Participants will learn how embodiment or the first person perspective in games and simulations can shift students’ perspectives. Additionally, participants will learn how to design an immersive experience in their own classrooms.
|Critical Literacy in the Age of Social Media Ronda Bullock
Sarah Bausell, Ronda Bullock
Memes are a popular global phenomenon that pull together visual and written text. Though authorship is anonymous, memes have become ubiquitous features in social media feeds throughout the world. Critical literacy asks us to pay attention to and make connections between power, race, gender, class, ethnicity, and sexuality. We will practice applying elements of critical literacy to popular social media texts (e.g., memes). Participants will leave the workshop with tools and resources designed to help students challenge, problematize or question information passed through memes by considering the larger socio-cultural context. This work helps foster critical thinking, activism, and advocacy.
|Exploring the World With Open Data
We live in the era of “big data.” Governments, companies, and individuals all over the world are collecting mountains of data on every topic imaginable. In fact, human knowledge now doubles every 12 months! This session will explore the use of open and publicly accessible data sets, analytics tools, and open government resources to allow students to critically analyze and learn about the world around them. Participants should bring an internet-connected device to engage with the material.
|See the World (Without Leaving the Classroom)
Ah, the field trip. Meant to broaden your worldview, introduce you to new ideas, and break the routine of the daily grind. But who has the time? Or the money? This session focuses on how to bring the world to you using technology you already have available. Buckle up, it’s going to be fun… without the headache of a bus ride.
|Creative Problem Solving with Art
During this interactive session, participants will use the Ackland’s collection as evidence of problem solving, learning directly from the objects about how artists from around the world create innovative solutions to complex problems. Participants will engage in creative thinking and problem solving experiences and will walk away with teaching ideas to use with students in the classroom.
|Innovations for Online Primary-Source Analysis in a Global Context
Participants explore document analysis for world history topics such as Aztec and Inca civilizations, ancient Egyptian occupations, Ibn Battuta’s journey to Mali, Alexander the Great’s empire, comparing Empress Theodora to other powerful medieval women, early Islamic civilizations, Gandhi and the partitioning of India, the 1956 Suez Crisis, and more. Too often students (and teachers) consider close reading an arduous task that technology cannot assist. Participants will use the Doc Analyzer tool to actively read selections of carefully-chosen primary-source document passages from varying points of view to answer thought-provoking case study questions in a global context.
|Strengths-Based Collaboration and Engagement–Tools to Build Trust and Drive Global Learning
We will explore engagement tools from Gallup, Global Youth Leadership Institute, and recent books on collaboration that can increase trust among adults and students in your district or school. These tools can pave the way for deeper global learning by helping us think and act from multiple perspectives. These innovative collection of tools and strategies have demonstrated measurable outcomes of increasing engagement and laying the groundwork for global education.
|Using Technology to Create an Authentic Social Science Experience
Technology can be more than a tool to find primary documents, videos, and research materials. It can also be a tool to connect your classroom with the outside world – both bringing the world to you and bringing your students to the world. Using his human trafficking project as a model, the facilitator will show how technology can be used by students to investigate topics, connect with outside experts, and share their work with the wider community.
Driving Global Learning: Educators in Action
|Turn Any Class into a Journey with Global Math Stories
Turn any class into a journey with Global Math Stories (GMS). GMS is a free resource that lets teachers make global connections with stories from around the world. Learn about a crater made of diamonds in Russia, tree-climbing goats in Morocco, reindeer racing in Finland and more. GMS offers resources, social justice questions, and math questions for all grades. Learn about the world and share your knowledge. (Session is relevant to all content areas, not just math.)
|Connecting Classrooms through Virtual Exchange: U.S. and the Arab World
Madison Marks, Craig Cangemi, and Nada El-Eryan
Join this interactive session to learn about the power of virtual exchange (VE) to connect students and teachers to the Arab world. Co-facilitated by Qatar Foundation International (QFI) and the United Nations Relief and Works Agency (UNRWA), you will hear examples of how VE is allowing students in the U.S. and Arab world to humanize the refugee experience and learn about topics/issues relevant in all communities (i.e. education advocacy, conflict resolutions, environmental stewardship). As an educator, you will learn about best practices and resources to coordinate your own VE and facilitate meaningful opportunities for dialogue and collaborative action on topics relevant to our globe.
|Global Educator’s Forum: Awakening Empathy and Bringing Relevance
The very act of bringing the world into the classroom through a critical lens is innovative as it deviates from traditional classroom practice. As global educators we are called to understand and act on issues of global significance. We are also called to do the same for our students. Often times, our students are numb to the events that take place in the world around us and lack the empathy necessary to understand and act on issues of global and local significance. Considering the protests that are happening all over the world and more recently and closer to home in Charlotte, we ask, how do we awaken empathy and bring relevance to our students? In this forum, we will collectively gather as global educators to discuss the importance of courageous conversations and share strategies for engaging students.
|Designing Solutions Across the Globe
Deb Semmler, Connie Wood
The introduction of the design cycle in science curriculum to enhance real life problem solving skills with students in Rwanda and Charlotte-Mecklenburg Schools. We used science and engineering scaffolded activities to develop critical thinking and problem solving skills. The final projects were student-generated projects designed to solve local African issues. The opportunity exists for collaboration between US and Rwandan students to share experimental data and solutions to similar problems.
|Transplanting Traditions: Serving Refugee Communities through the Arts
FRANK Gallery is a non-profit gallery with a retail space and a mission to serve the educational needs of the community through the arts. This session will describe how FRANK Gallery’s Karen Youth Art Group evolved, how we capitalized on the existing artistic sensibilities and current lives of our students and how both of these threads were paths to the compilation of a book about the Transplanting Traditions Farm where many of our students’ families work.
|Historical Inquiry and Digital Literacy
“How can digital tools help learners ‘do’ history?” This session will explore how digital tools can help help educators and learners ask the right questions, conduct research using the vast amount of resources on the web, promote a more global classroom engagement, and produce scholarship on the Web. It will highlight relevant and engaging resources, as well as outline several strategies to increase the use of primary sources in K-12 social studies classrooms. However, educators across all disciplines can benefit from this session’s focus on inquiry, visualizations and presentations, digital storytelling, and collective research.
|Establishing Global Connections and Conversations
Through the use of global groups and innovative tools, participants will be exposed to educational partners that will allow them to build relationships beyond the classroom walls and expand students’ perspectives of the world.
|Learning in the Informal After-School Makerspace
Kevin Oliver, Stephanie Grady
In this session, attendees will learn about the development of an after-school makerspace at the Wake Young Women’s Leadership Academy in Raleigh, North Carolina. The presenters will share their standards-based rationale for the space and its three selected project areas (circuitry, programmed robotics, and fabrication). Sample projects will be exhibited, and attendees will have the opportunity to try out a simple circuit project for take-away. The session will conclude with a discussion of tying maker-related activities to global themes.
In the Passenger Seat: Driving Global Learning with Communities of Practice
|Driving Global Learning in the Math Classroom
In this session, participants will use physical and technological tools to construct virtual gardens and complete mathematical tasks surrounding them. Participants will learn how to infuse culture into challenging mathematical tasks sent in real-world contexts. They will learn about online resources to help make cultural and global connections in their classroom. They will utilized various technologies to explore the mathematics behind the tasks.
|Driving Global Learning through Digital Immersion
A complete digital immersion experience supports sound pedagogy, differentiates for each learner and makes learning engaging and relevant. This session will provide support for you to create exciting digital teaching and learning experiences for your students.
|Driving Global Learning in the English Language Arts Classroom
Donna A. Bowles
Two all-inclusive ELA units will be presented. Unit One is titled: Child Rights in Africa with a focus on Child Soldiers and Child Refugees. Unit Two focuses on Women’s Rights in the Middle East. Each unit integrates technology into the lessons and covers the ELA 9-10 CCS.
|Driving Global Learning in the World Language Classroom
Using resources from the Right Question Institute and CultureGrams, educators will participate in a brief lesson designed to get students asking questions about the cultures in their community, in the target language. Then, teachers will reflect together with other world language educators on how this experience and other learning from the symposium can be integrated into their practice. Note: The lesson component of this workshop (~30 minutes) will be presented in Spanish, but all world language teachers are encouraged to participate. The reflection component will be in English.
|Driving Global Learning in the Science Classroom
Kelly A. Hogan
Zika is a global problem that is our own backyards. In this session, we’ll work with content and data focused on Zika, including its transmission and prevention. Participants in the session will first be students, and then will be asked to put their “teacher-hats” on to evaluate the planning and implementation of the lesson.
|Driving Global Learning in All Classrooms
With our student’s culture rapidly changing so does what we need to be teaching them. Come and let’s discuss what we really need to be teaching our students and how our content areas can simply be an avenue to discovering what our students love, want to do with their lives, and who they want to become.
|Driving Global Learning in the Social Studies Classroom
Explore ideas for using creativity and technology to promote thoughtful discussion of challenging global topics in the social studies classroom. Experience an activity that assists students in considering multiple points of view of a global topic. Discuss techniques for teaching students to respectfully disagree with one another. This session will demonstrate techniques for guiding students to view global events, people, cultures and ideas from multiple points of view. These techniques can be modified to be implemented with or without the use of technology to fit the needs and resources of the classroom.
|Exploring Digital Citizenship: Resources for Educators about Online Safety
Jonathan Permar, Leigh Ann Little
Digital citizenship entails not only the access and use of technology, but also appropriate, responsible behavior when doing so. This session nine key themes around digital citizenship, including access, communication, etiquette, and security. Facilitators will also provide a number of resources teachers, media specialists, and administrators can refer to when creating their own lessons on digital citizenship or creating plans for appropriate use of technology. Participants will also have the opportunity to discuss the importance of digital citizenship as technology begins to open our schools and classrooms to the world.
|Global Education Leaders Program Team Meeting
|Duke-UNC Consortium for Middle East Studies|
|North Carolina Geographic Alliance||Qatar Foundation International|