Multicultural Multilingual Multimedia
Unite to Educate .org

Presenter information:

Melda Yildiz, Global Scholar

Multilingual Bingo Game


Cultivating Global Competencies and Teaching Beyond Borders: Millennials Making Multilingual Multicultural Multimedia in the Millennium

Presentation Slides




This session is for educators who would like to integrate global education, 21st Century teaching skills ( and new media technologies into their curriculum. It outlines innovative multilingual and multicultural multimedia projects using mobile technologies and social interaction media. This participatory presentation outlines the role of global education and media education in K12 curriculum; offers creative strategies and possibilities for integrating mobile technologies such as GPS devices into teacher education; explores new media and technologies in K12 curriculum; examines the role of media production in K12 classrooms while developing globally connected multimedia projects integrating global competencies and 21st century skills; highlights exemplary culturally and linguistically responsive pedagogy and instruction; and showcases multimedia projects created by teacher candidates.

Target Audience:
K12 Teachers, Teacher Educators, Media Specialists, Librarians and Higher Ed Faculty

Session Activities:

The format is to showcase projects, interactive group discussions, deconstruction exercises evaluating educational media resources, and a discussion of the research findings that is based on participants’ experiences using new media. The presentation slides and the online resources will be posted on the website ( as a reference for the audience and for the future collaboration among our conference participants.

The main goals of our session are: (1) to promote culturally and linguistically responsive curriculum that integrates global literacy, and 21st century skills; (2) to share our experiences, reactions, discoveries, and experiences while developing Multilingual Multicultural Multimedia projects across content areas (e.g. math, geography, cultural studies); (3) to identify innovative and globally connected activities, exercises, and assessment strategies that transform K12 education; (4) to investigate the role of multiple literacies (e.g. information, technology, geography, media literacy) and the use of new technologies (mobile tools such as GPS, tablet PCs, robotics) in developing global competencies and 21st century skills; and (5) to exchange ideas, assessment tools, and curriculum models among participant in order to promote inclusive, transformative and heutagogical teaching models in teacher education.

Theoretical Framework:

This presentation outlines to role of global competencies in K12 education by aligning local, national, and international standards and frameworks such as 1) International Society for Technology in Education (ISTE). 2) Society for Information Technology and Teacher Education (SITE). 3) Association for Supervision and Curriculum Development (ASCD). 4) Partnership for 21st Century Skills (P21). 5) Council of Chief State School Officers’ (CCSSO) and Asia Society Partnership for Global Competencies. 6) National Center on Universal Design for Learning at Center for Applied Special Technology (CAST).


This presentation will accomplish three main goals: (1) promoting culturally and linguistically responsive curriculum through developing global competencies and media literacy skills for K12 students; (2) describing teacher candidates' reactions, discoveries, and experiences integrating new media and telecommunication tools; and (3) showcasing participatory multimedia projects that teacher candidates created using mobile technologies.


In our participatory action research (PAR) projects, we explored a wide range of meanings participants (in-service and pre-service teachers) associated with global media activities; the impact of mobile technologies in developing multicultural and multilingual curriculum in teacher education that promotes transdisciplinary translational transformative research projects; the ways in which participants responded to participatory action research projects in their course work and professional development activities; and how they gained alternative points of view on global issues and renewed interest and commitment to global education.

In conclusion, the main goal of this presentation is to draw on the natural link between global education and teacher education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action to promote educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.


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