"Exchange 2.0 - Technology-enabled International Interaction" was developed to help teachers use the Internet to "reach out" globally. These materials were initially prepared as part of the US Department of Education's inaugural International Education Week in November 2000 and were hosted by the US Department of Education. This is the third version of this Guide.
This month’s #globalclassroom chats will explore the “big issues” of global education, focussing on how and why educators can integrate significant global issues, such as children’s rights to education, environmental protection, sustainability, climate change, hunger, international peace, etc into their K-12 curriculum.
Three organizations illustrate how technology tools can blaze a path to deeper relationships and broader horizons. Educurious combines project-based learning, technology, and connections with real-world experts. Expert professionals serve as mentors to help guide students through projects using video and other online collaboration tools. Global Nomads Group deploys interactive videoconferencing, webcasting, social networking, gaming, and participatory filmmaking to facilitate collaborative projects among classrooms in the U.S. and abroad. The organization designs semester and year-long virtual exchange programs between students in North America and their peers in Sub-Saharan Africa, Central and South East Asia, the Middle East, and North Africa. In a similar vein, the International Education and Resource Network (iEARN) facilitates projects worldwide, enabling students and teachers to design and participate in global projects as part of their regular classroom and afterschool programs.
On December 3, the Organisation for Economic Co-operation and Development (OECD) will release the latest results from the Programme for International Student Assessment (PISA), a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in the United States and more than sixty-five countries worldwide.
While many will focus on the rankings alone, the Alliance for Excellent Education and its partners want to look deeper into the results. What lessons can high-performing nations learn from each other?
The President commended His Majesty the King for graciously committing to donate $1 million per year over the next 5 years to the J. Christopher Stevens Virtual Exchange Initiative, which hopes to connect youth from all different age groups in the Middle East and North Africa with youth in the United States through virtual exchange.
The United States and China will hold their fourth Consultation on People-to-People Exchange (CPE) in Washington, DC on November 21, 2013. CPE is a gathering of high-level officials and members of civil society to bolster both diplomacy and soft power in an effort to strengthen U.S.-China relations.
A global community or citizenry cannot exist, because to love everyone and everything is to love nobody and nothing. Elevating an abstract “global” sweeps away the differences that make, say, the Italian polity and citizenry different from the American ones. When everything is subsumed into a uniform global political mold — a deeply unnatural and ultimately inhuman undertaking — there is nobody in particular to love and for whom to act. The fundamental driver and measure of our actions is destroyed.
Many countries and education systems around the world are currently engaged in large-scale efforts to introduce huge numbers of computing devices (PCs, laptops, tablets) into schools and into the hands of teachers and students, and many more...
My conclusion from the World Language Expo: the toolset is good enough and list of model schools is long enough that all students should have K-12 access to world language learning--and it should be an expectation not an exception.
I will never forget the moment when I stepped onto the dirt floor of a small, sparse room in a rural Guinea Bissauan village. It was during this time that my global expedition came into focus: the community creatively used what resources they had, overcoming the scarcity of trained teachers and traditional learning tools by recruiting members of the community and fostering learning opportunities inside and outside of the classroom. They developed methods and materials organically, based on qualities important to their community at the time, rather than any higher authority. Teachers collaborated with young students as peers, incorporating their ideas and interests and sharing important responsibilities with older children. Students were truly engaged and respected by the learning environment. It wasn’t because it was trendy – it was because it worked.
Often, those of us who study public diplomacy forget about the hard work put forth daily by thousands of U.S. volunteers working as citizen diplomats. The activities of organizations such as Sister Cities Internationaland the National Council for International Visitors not to mention the Fulbright Scholar Exchanges, are great examples of citizen diplomacy in action across America every day.