4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Artifact:
ITEC 7430 Global Awareness Blog Posting
ITEC 7430 Diversity Blog Posting
Reflection:
There are two artifacts that master this standard. These blog post were completed during the completion of the ITEC 7430 course. The first blog post includes the use of digital tools and resources to support and enhance cultural understanding and increase in global awareness. In this post, I share different projects that students can create online where they can collaborate with students around the world and learn about other cultures. I also share different online tools that teachers can use to implement in project that can also promote global awareness and support the diverse learners that can be found in a classroom. The second blog post is where I model different online tools that I found, one that I created for others to understand how it can be used with diverse students. In this same blog I explain the different ways teachers can use the tools and resources I found for students such as ESOL and Special education to help them in areas like writing and speaking, two areas that many struggle with on a daily basis. Both artifacts demonstrate how teachers can facilitate the use of digital tools with diverse students, support cultural understanding and increase global awareness.
These blog entries demonstrate the mastery of standard 4.3 because it showcases models of digital tools that support diverse student needs. Digital tools explored in these blogs could be used to enhance cultural understanding and increase global awareness by providing students with the opportunity to share their project online. Although the blog posts were completed at two different times, both do show the mastery of this standard. The blog posts show the use of digital tools like Sci Stater, a place where teachers can find science projects to help students collaborate. Another tool shared is called Skype Collaborations, which offers teachers with virtual field trips and a place for students to skype with other students from around the world. These help students be aware of other cultures and promote global awareness and collaboration.
After completing these blog entries, I learned that there are many online tools and resources that can support diverse learners, enhance cultural understanding and promote global awareness. Prior to these artifacts, I was not familiar with many of the tools and resources I found. However, after finding them I knew they could be implemented in my own classroom to help support my own diverse learners and help them understand global awareness. One tool I chose to implement to support my diverse learners was Flipgrid. Flipgrid helped my ESOL and SPED students practice their speaking skills but without hacing to feel intimidated since it is a online tool where students can record a short video with a very limited time. I also decided to implement Flocabulary in my classroom to help support my diverse learners and enhance cultural understanding. Flocabulary offers a great library to support these areas in a classroom.
I also decided to implement one tool that I learned about for global awareness. Skype Collaboration is the tool I ended up trying with my students. This online tool helped my students collaborate and communicate with a group of students we worked with for a pen pal project. These students lived in South Korea and were learning English at the time. We helped them practice what they were learning, but Skype Collaboration helped us continue this collaboration by allowing us to see them face to face. Skype Collaboration also helped us enhance cultural understanding because we were able to learn about the South Korean culture, their way of living and schooling.
The work that went into creating the artifact impacted student learning by allowing students with diverse needs access the same content as other students in the classroom. The impact of this artifact can be assessed by viewing student success rates on various assignments aligned with the content presented in the digital tools. Student surveys could also be used to assess the impact of the artifact. Lastly, the impact can also be assessed by observing their collaboration with the South Korean students with the help of the online tool Skype Collaboration.
ITEC 7430 Global Awareness Blog Posting
ITEC 7430 Diversity Blog Posting
Reflection:
There are two artifacts that master this standard. These blog post were completed during the completion of the ITEC 7430 course. The first blog post includes the use of digital tools and resources to support and enhance cultural understanding and increase in global awareness. In this post, I share different projects that students can create online where they can collaborate with students around the world and learn about other cultures. I also share different online tools that teachers can use to implement in project that can also promote global awareness and support the diverse learners that can be found in a classroom. The second blog post is where I model different online tools that I found, one that I created for others to understand how it can be used with diverse students. In this same blog I explain the different ways teachers can use the tools and resources I found for students such as ESOL and Special education to help them in areas like writing and speaking, two areas that many struggle with on a daily basis. Both artifacts demonstrate how teachers can facilitate the use of digital tools with diverse students, support cultural understanding and increase global awareness.
These blog entries demonstrate the mastery of standard 4.3 because it showcases models of digital tools that support diverse student needs. Digital tools explored in these blogs could be used to enhance cultural understanding and increase global awareness by providing students with the opportunity to share their project online. Although the blog posts were completed at two different times, both do show the mastery of this standard. The blog posts show the use of digital tools like Sci Stater, a place where teachers can find science projects to help students collaborate. Another tool shared is called Skype Collaborations, which offers teachers with virtual field trips and a place for students to skype with other students from around the world. These help students be aware of other cultures and promote global awareness and collaboration.
After completing these blog entries, I learned that there are many online tools and resources that can support diverse learners, enhance cultural understanding and promote global awareness. Prior to these artifacts, I was not familiar with many of the tools and resources I found. However, after finding them I knew they could be implemented in my own classroom to help support my own diverse learners and help them understand global awareness. One tool I chose to implement to support my diverse learners was Flipgrid. Flipgrid helped my ESOL and SPED students practice their speaking skills but without hacing to feel intimidated since it is a online tool where students can record a short video with a very limited time. I also decided to implement Flocabulary in my classroom to help support my diverse learners and enhance cultural understanding. Flocabulary offers a great library to support these areas in a classroom.
I also decided to implement one tool that I learned about for global awareness. Skype Collaboration is the tool I ended up trying with my students. This online tool helped my students collaborate and communicate with a group of students we worked with for a pen pal project. These students lived in South Korea and were learning English at the time. We helped them practice what they were learning, but Skype Collaboration helped us continue this collaboration by allowing us to see them face to face. Skype Collaboration also helped us enhance cultural understanding because we were able to learn about the South Korean culture, their way of living and schooling.
The work that went into creating the artifact impacted student learning by allowing students with diverse needs access the same content as other students in the classroom. The impact of this artifact can be assessed by viewing student success rates on various assignments aligned with the content presented in the digital tools. Student surveys could also be used to assess the impact of the artifact. Lastly, the impact can also be assessed by observing their collaboration with the South Korean students with the help of the online tool Skype Collaboration.