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GLOBAL EDUCATION NETWORK REVIEW

UMUC- Fall Session EDTC 645 – Tamara Blesh

October 16, 2012

Anna Newton 11th Grade World History

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North Point High School

Memo To: Mrs. Kimberly Hill, North Point High School Principal

From: Mrs. Anna Newton, 11th Grade World History Teacher

Date: 4/9/2013

Re: Global Education Networks

Introduction & Overview

At North Point High School, we have taken on the motto, “the real world starts here.”

The goal of our school is to provide all students with an education that will prepare them for

the world outside of the K-12 education system. We aim to accomplish this by creating and

implementing unit and lesson plans that are based in 21st century skills, such as

communication, creativity, critical thinking, and collaboration that our students will use to

engage in solving real world problems (Partnership for 21st Century Skills, 2009). In order to

continue this effort to prepare students for the real world, we must engage them in the real

world. Global awareness, citizenship, and collaboration are worthwhile endeavors because it

“encourages young people to explore, develop and express their own values and opinions,

whilst listening to and respecting other people’s points of view. This is an important step

towards young people making informed choices as to how they exercise their own rights and

responsibilities to others” (Oxfam, 2006, pg. 2).

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This memo is in response to your request to research potential global education

networks. I have found three possible networks that could be used in my 11th grade World

History classroom and other classrooms at North Point in order to continue our efforts to

prepare our students to be able to be global citizens. The addition of one of these three global

education networks is extremely important because it will aid in the implementation of unit

and lesson plans that will develop responsible global citizens through real world

communication, collaboration, and problem solving with other classrooms around the globe.

The three best global education networks that could be used in our school is iEARN

(www.iearn.org), Global Schoolhouse (www.globalschoolnet.org), and ePals

(www.epals.org). In this memo, I will review each of the three global education networks and

discuss the advantages and disadvantages of each. I will rank each of the networks based on

their content, resources, ease of use, and their ability to connect to our State and Common

Core standards. I will conclude with my final recommendations.

Networks Review

# 1: iEARN (www.iearn.org)

iEARN (International Education and Resource Network) is a non-profit organization

made up of thousands of schools and youth organizations in more than 130 countries. The

projects on iEARN are designed to fit the curriculum and classroom needs and schedules.

Projects take place in the iEARN Collaboration Centre, which allows students to meet in a

safe and structured online learning environment to work with classes around the world on the

project. Each project aims to improve the quality of life of people on the planet by engaging

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students in problem solving, service learning projects. “This purpose is the glue that holds

iEARN together, enabling participants to become global citizens who make a difference by

collaborating with their peers around the world” (iEARN, 2010).

(iEARN, 2012) – Image source: http://collaborate.iearn.org/

The above picture shows the login area where students and teachers sign in to

participate in global service learning projects. iEARN has many strengths that will make it an

appropriate global education network. First, it has a secure, safe, and organized learning

platform for students and teachers to use. While working online for a worthwhile service

learning project, teachers still need to make sure students are safe and are not exposed to

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inappropriate and potentially harmful language and images. Another benefit, is that iEARN

offers face-to-face and online professional development courses to help teachers plan and

implement successful global collaborative projects. This will ensure that students and teachers

will have a productive project that reaches the goals of the curriculum and will help students

become global citizens. A third benefit of the iEARN network is that it combines students

working on current global issues that affect their lives and the world around them and the state

standards for World History.

An example of a specific lesson: One Right, One People

(iEARN, 2012) – Image source: http://collaborate.iearn.org/space-2/group-128/about

In the example above and continued below, the One Right, One People project requires

students to work on solving one of the MDGs, or Millenium Development Goal, set by the

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United Nations. There are eight MDGs, “end poverty and hunger, universal education, gender

equality, child health, maternal health, combat AIDS/HIV, environmental sustainability, and

global partnership” (United Nations, 2012). The goals of the One Right, One People project

meet the following MSDE World History curriculum standards:

MSDE Unit 6: Expectations: Students demonstrate understanding of the post-World War II world including the impact of the Cold War, the continuous struggle for democracy, and economic growth in an era of accelerated globalization.

Topic: B. Continuous Struggle for Democracy and Human Rights Indicator: 2. Trace the development of democracy and human rights throughout the world.

Topic: C. Globalization Indicator: 1. Examine the global responses to address the violation of international law, regional conflicts, and disasters and emergencies during the second half of the 20th century and the first decade of the 21st century. Indicator: 2. Analyze the impact of globalization on economics and culture.

One Right, One People Project Continued:

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(iEARN, 2012) – Image source: http://collaborate.iearn.org/space-2/group-128/about

The project also meets the Common Core standards attached in Appendix B and it meets the

standards in the NETS student standards attached in Appendix A.

While the iEARN has many strengths, there in one main weakness. There is a fee

involved in participation. See the below image for the cost. Even though there is a fee

involved, the fee is not expensive, but it does need to be renewed every year. Four hundred

dollars for the entire school is a great deal, especially since we have over 100 teachers in our

school.

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(iEARN, 2012) – Image source: http://us.iearn.org/join

# 2: Global Schoolhouse (www.globalschoolnet.org)

The Global Schoolhouse network, also known as Global SchoolNet, is another non-

profit organization whose goal is to help educators engage students in global project-based

collaborative learning. Their goal is to help teachers create “meaningful e-learning projects

worldwide to develop science, math, literacy and communication skills, foster teamwork, civic

responsibility and collaboration, encourage workforce preparedness and create multi-cultural

understanding” (Global SchoolNet, 2011). Engaging students in collaborative projects across

the globe help foster the skills students will need to compete in a global economy and give

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them the ability to use problem solving and critical thinking skills to adapt to the real world

while trying to make it a better place for all.

(Global SchoolNet, 2011) – Image source: http://www.globalschoolnet.org/gsndoors/categories/

An example of project that would fit into the MSDE World History curriculum

standards, the National Content Standards for Social Studies, Common Core Curriculum

Standards, and the NETS*S standards is the “Doors to Diplomacy” project. See the

appendices for the National Content Standards for Social Studies, Common Core Curriculum

Standards, and the NETS*S standards. It is one of the featured projects on the Global

SchoolNet network. “The U. S. Department of State sponsors the "Doors to Diplomacy"

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educational challenge - to encourage middle school and high school students around the

world to produce web projects that teach others about the importance of international affairs

and diplomacy” (Global SchoolNet, 2011). Student teams pick one of the eight categories,

“leadership traits, peace and democracy: social issues, business, trade, and economics, science

and technology, safety and security, history of foreign relations, health and environmental

awareness, and arts and culture” (Global SchoolNet, 2011). This project requires students to

use technology skills, content knowledge, and collaboration skills to create a web based

project and narrative that explains their research approach. After the project has been

submitted, students then review other projects from students across the globe. This project

encourages students to compete with others and work on issues that impact the world.

The Global SchoolNet network has many strengths. First, joining the GSN network is

completely free. Another benefit is that you are able to search for projects and/or partners or

you can post your own project for others to potentially join using the iPOPP (International

Projects or Partners Place). You can search based on age of the students, curriculum,

collaboration type, and technology that will be used in the project. This makes it easier to find

projects based on the needs of your classroom and the objectives of the curriculum and

project. The picture below shows the project registry search page. The GSN network also has

featured projects and competitions.

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(Global SchoolNet, 2011) – Image source: http://www.globalschoolnet.org/gsnpr/

The last benefit of the GSN network is the resources they offer. There is a resource page, the

Collaborative Learning Center, as seen below. In this center, teachers and students have

resources and tools to help them collaborate online, and links to the featured and searchable

projects on this network.

While the GSN network has several strengths, there are two main weaknesses. The first

is that are no direct links to professional development and training courses or course

information. While one webpage states there is professional development and training

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available, I could not locate the information on the GSN website. Second, while there is a

place for teachers to log in so they can register and post to the project registry, students do not

have a specific secureand organized learning platform for students to conduct their

collaboration with other students. Teachers must create their own plans and online space for

students to collaborate with others.

(Global SchoolNet, 2011) – Image source: http://www.globalschoolnet.org/gsncenter/

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# 3: ePals (www.epals.com)

ePals is an educational technology company that offers many products such as, ePals Global

Community, SchoolMail 365, Learning Space, and In2Books, and many more. ePals has thousands of

teachers in over 200 countries on their network. According to ePals (2012), their ePals Global

Community gives teachers the “ability to facilitate teaching and student learning by sharing projects

and best practices, connecting with other classrooms and learners around the corner and around the

globe, and accessing content and lesson plans designed for an increasingly digital and networked

world.”

Currently, the ePals Global Community does not have a World History project that meets the

requirements or needs of my classroom, but projects are consistently added. One project that would be

great for a U.S. History classroom is the “Regional Approaches to Teaching the American Civil War”

project, as seen below.

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(ePals, 2012) – Image source: http://www.epals.com/project-detail.php?id=eda8e14c-cb60-49a2-82ae-9fc9da3b277c In this project, students videoconference on how the American Civil War is taught depending on the

region of the United States. Maryland would be an interesting addition to this project because it was a

slave state that also fought for the Union. While this is not a global collaboration, this project does have

students working with students from a school in Vermont. This is still a good project, because each

state and region of the United States has their own interests and viewpoints that need to be understood

by our students to better prepare them for the real world. This lesson also helps to teach students how

the regional identities have an impact on their viewpoints on historical events. ePals also the “Find a

Classroom” link that lets teachers search the teachers using ePals, you can find potential teachers to

create a project that is not listed in the ePals Global Community.

The ePals network has several strengths. First, the Global Community is free of charge. Some

of the other services ePals offers do have a charge, but joining and creating projects in the Global

Community page has no cost. Second, ePals offers many resources like games, a writing center, global

citizen resources, access to some resources from the Smithsonian museums, and much more. Third,

there is a four week program called “Jump into ePals” that help new teachers use the ePals network to

its fullest. The ePals network also has its disadvantages. One of the disadvantages is that some of the

projects do not specifically say what standards they meet, however, upon closer examination most, if

not all, projects meet several Common Core, State, and/or NETS*S standards. Another disadvantage is

that currently there are very few projects that meet the MSDE World History curriculum standards.

The final disadvantage is that ePals does not offer a private and secure learning platform, unless the

teacher signs up for the SchoolMail 365 product, which does have a fee.

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Rankings & Recommendation

Each of the three global education networks has strengths and weaknesses, but I ranked iEARN

as the best of the three because it had the best online platform for students to collaborate online. The

iEARN system allows students to work in a private, safe, and secure learning environment with others

around the globe. The iEARN network also has a more robust professional development and training

program to support teachers in their goal of creating lessons that help prepare students for the real

world. The iEARN network is worth the small fee for one or multiple classrooms. I ranked the Global

Schoolhouse, also known as Global SchoolNet, as the second best because it was free, easy to find and

post projects online, and the larger offering of projects that fit the World History curriculum. I ranked

ePals last because even though it had more resources than the Global SchoolNet network, it had fewer

projects that fit the World History and Social Studies curriculum than the others. ePals also had

potential hidden fees, depending on what services you used. I highly recommend the iEARN network

because I believe it has the strongest system, professional development, and projects that fit the

curriculum while engaging students in meaningful projects on real world issues.

Conclusion

The adoption of a Global Education Network is extremely important to the development of our

students and it will have an impact on their ability to be global citizens for the rest of their lives. Global

collaboration allows teachers to create learning experiences that are more meaningful and educational

because they allow students to “develop strong, personal relationships with their global collaborators,

take ownership of the project, and allows for deeper learning” (TIGed, 2007, pg. 39). When students

are more involved and invested in their own learning, they work harder and as a result learn more.

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Students not only learn more content knowledge, but they also learn the skills they will need to be

productive, competent, and resourceful global citizens, who will make a great impact on the world.

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Works Cited

ePals. (2012). ePals Global Community. Retrieved October 15, 2012 from http://www.epals.com/

Global SchoolNet. (2011). Retrieved October 15, 2012 from http://www.globalschoolnet.org/ iEARN Collaboration Centre. (2012). Retrieved October 15, 2012 from https://media.iearn.org/home ISTE. (2007). Educational technology standards for students. Retrieved October 15, 2012 from

http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 MSDE. (2010). World history standards. Retrieved October 15, 2012 from

ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/ Oxfam. (2006). Education for global citizenship: A guide for schools. Retrieved October 15,

2012 from http://www.oxfam.org.uk/education/gc/files/education_for_global_citizenship_a_guide_for_schools.pdf

TakingITGlobal (2007). Making it global. Retrieved October 15, 2012 from http://tig.phpwebhosting.com/tiged/TIGed-MTC.pdf

United Nations. (2010). Millenium development goals. Retrieved October 15, 2012 from

http://www.un.org/millenniumgoals/

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Appendix A:

ISTE Standards 2007

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

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.

2. Communication and Collaboration

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.

3. Research and Information Fluency

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.

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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.

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.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

(ISTE, 2007)

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Appendix B:

Common Core Curriculum Standards Reference: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K–12 1. Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2. Craft and Structure

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. Assess how point of view or purpose shapes the content and style of a text.

3. Integration of Knowledge and Ideas

1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4. Range of Reading and Level of Text Complexity

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1. Read and comprehend complex literary and informational texts independently and proficiently. Reading Standards Foundational Skills K-12

1. Demonstrate understanding of the organization and basic features of print.

2. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).

3. Know and apply grade-level phonics and word analysis skills in decoding words.

4. Read emergent-reader texts with purpose and understanding. Writing Standards for K-12

1. Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

2. Production and Distribution of Writing

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

3. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

3. Research to Build and Present Knowledge

1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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3. Draw evidence from literary or informational texts to support analysis, reflection, and research.

4. Range of Writing

1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Standards for Speaking and Listening K-12

(Note: These are applicable if students are involved in videoconferencing or making classroom presentations in project work.)

1. Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

2. Presentation of Knowledge and Ideas

1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

2. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

3. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

(iEARN, 2012)

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Appendix C:

National Curriculum Standards for Social Studies

The National Council of the Social Studies has identified ten themes in their document, "Curriculum Standards for Social Studies," six of which can be addressed by participation the Doors to Diplomacy project.

Social Studies programs should include experiences that provide for the study of: • Time, Continuity and Change: Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? • Individuals, Groups and Institutions: Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people’s lives. It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed. Students may address questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? • Power, Authority and Governance: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can individual rights be protected within the context of majority rule? • Science, Technology and Society: Modern life as we know it would be impossible without technology and the science that supports it. But technology brings with it many questions: Is new technology always better than old? What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? How can we cope with the ever-increasing pace of change? How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? • Global Connections: The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities. Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, age-old ethnic enmities, and political and military alliances. • Civic Ideals and Practices: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose for the social studies. Students

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confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and responsibilities? What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference? (iEARN, 2012)