Recent Changes

Wednesday, June 28

  1. 7:56 am

Monday, June 26

  1. page ISTE2017 edited ISTE UNplugged Melda N. Yildiz, Ed.D. Melda.Yildiz@Fulbrightmail.org Audience Focus/topic
    ISTE UNplugged
    Melda N. Yildiz, Ed.D.
    Melda.Yildiz@Fulbrightmail.org

    Audience
    Focus/topic
    (view changes)
    2:40 pm
  2. page ISTE2017 edited ISTE UNplugged Audience Focus/topic
    ISTE UNplugged
    Audience
    Focus/topic
    (view changes)
    2:39 pm

Thursday, June 22

  1. page NAMLE edited 2017 NAMLE Conference Session 2015 NAMLE Conference Session Session Title:
    2017 NAMLE Conference Session
    2015 NAMLE Conference Session
    Session Title:
    (view changes)

Friday, June 16

  1. page ISTE2017 edited Audience Focus/topic Professional learning: Teacher education Subject area STEM/STEAM Audi…

    Audience
    Focus/topic
    Professional learning: Teacher education
    Subject area
    STEM/STEAM
    Audience role
    Teacher education/higher ed faculty
    Grade level
    Community college/university
    Skill level
    Intermediate
    Skill prerequisites
    There are no pre-requisites. This research presentation benefits P-16 teachers. It provides innovative strategies for transdisciplinary and participatory action research while showcasing the participants' multimedia projects. Conference participants will be able to: · argue the challenges and advantages of transformative critical pedagogy in teacher education; · introduce the use and the role of innovative technologies in developing global competencies, critical thinking and 21st century skills among pre-service teachers; · showcase their transdisciplinary projects across content areas (e.g. math, geography, cultural studies, world languages); · demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based globally connected activities integrating new media and technologies; · investigate the use and the power of innovative technologies and online resources such as MOOCs, wikibook projects and interactive games as a means to promote heutagogy among pre-service teachers, · outline the best practices, assessment tools, and curriculum models that promote transformative and heutagogical teaching models.
    General information
    Title
    Technology Binds or Blinds? Promoting Global Competencies through Participatory Action Research
    Description
    This participatory action research aims to advance transformative critical pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while developing a transformative educator model. It studied over 40 preservice teachers and documented their transformative, inclusive, multilingual, and multicultural projects across content areas.
    Research paper format
    Special conditions
    Digital equity, Global collaboration
    ISTE Standards
    ISTE Standards T--2, ISTE Standards T--1, ISTE Standards T--4
    Standards addressed
    This transdisciplinary action research addresses several ISTE and common core standards. It studied innovative learning modules integrating various disciplines and learning preferences. Creativity and Innovation: Participants focused on re-thinking their curriculum and developed innovative ideas for their own teaching. Facilitate and Inspire Student Learning and Creativity: The idea is to design a learning module (flipped learning) that students are free to choose their own path and be inspired to learn from world communities. Design and Develop Digital-Age Learning Experiences and Assessments: Participants are challenged to rethink their assessment strategies while designing a project based transformative learning activities. For common core, we especially choose reading because the participants read directions and be independent in their learning as well as developing their math, media and maps skills in each learning module.
    Commercial presentation
    Research paper reviewer interest
    Interested in being a research paper reviewer
    Presenter constraints
    Summary
    Purpose and objectives
    This participatory action research (PAR) attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses to re-examine current curriculum as opposed to transformative, collaborative, and inclusive curriculum. As the transformative education intersects with race, class, gender, and sexual orientation, global education framework can be used as a tool for social justice education. Borrowing and extending the work of critical theorists, particularly, Henry Giroux and Paulo Freire, this PAR explores the Transformative Critical Pedagogy to teaching and learning and in the second half of the 21st century. We will outline the role of global literacy skills in teacher education while integrating multiple literacies as a means for further developing participants’ global competencies, critical thinking and 21st century skills; highlights transdisciplinary and Universal Design of Learning (UDL) curriculum projects with limited resources and equipment in global education context; and showcases best practices in teacher education programs that are transdisciplinary, inclusive and transformative. This PAR study sought to accomplish four main goals: (1) promoting transformative leadership, global literacy, and 21st century skills among pre-service teachers while providing cultural and linguistically responsive curriculum; (2) describing pre-service teachers’ reactions, discoveries, and experiences participating in Multilingual Multicultural Media projects across content areas (e.g. math, geography, cultural studies); (3) identifying innovative activities, exercises, and assessment strategies and tools that align with the local and national standards addressing Transformative Education, Global Competency, Media Literacy and 21st century skills; and (4) investigating 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 among pre-service teachers.
    Perspective or theoretical framework
    This study examines to role of global education and media literacy in transforming teacher education curriculum by aligning local, national, and international standards and frameworks such as 1) The International Society for Technology in Education (ISTE), supports the use of information technology in K-12 schools. 2) The Society for Information Technology and Teacher Education (SITE) is an international association of teacher educators dedicated to the advancement of the knowledge, theory and quality of learning and teaching. 3) The Association for Supervision and Curriculum Development (ASCD) promotes excellence in learning, teaching, and leading and delivers innovative programs, products, and services. 4) Partnership for 21st Century Skills (P21) plays an active role in guiding policy and projects on 21st century readiness. 5) Council of Chief State School Officers’ (CCSSO) and the Asia Society Partnership for the Global Learning defined the term global competence matrix 6) The National Center on Universal Design for Learning at the Center for Applied Special Technology (CAST) outlines strategies and opportunities for individuals with disabilities. References for Theoretical framework, standards and research used in developing the Transformative Educator Model (TEM)
    Research methods
    In this participatory action research, participants engaged in self-study while reflecting on innovative transformative curricula, assessment tools, and strategies for 21st Century teaching. The research explores and outlines innovative assessment tools, templates, and strategies to cultivate “transformative educator model” among pre-service teachers, to active thinking curriculum and to reflect on their own learning process. PAR team consists of three teacher education faculty and over 40 pre-service teachers. Participants for the study recruited from senior seminar courses and the faculty in teacher education. The study focused on (a) re-designing our teacher education courses while conducting a participatory action research (PAR) with instructors of these courses who self assess the “Transformative Educator Model” in their own teaching and learning; (b) exploring innovative and transformative teaching models, tools, strategies, and best practices for teacher education curriculum integrating global competencies, critical thinking and 21st century skills; (c) investigating participants’ reflections and reactions to transformative and culturally and linguistically responsive curriculum while reflecting on their own practice. In the second phase of the study, pre-service teachers invited the campus community to share their design of a “gallery walk” that is based on Museum approach to teaching. Gallery Walk for our research project is a collection of artifacts (i.e. maps, pictures, posters, audio and video clips) designed to showcase the importance and exemplary usage of multicultural multilingual learning modules and digital stories across content areas as well as receive reactions and feedback from other pre-service teachers and teacher education faculty on transformative educator model. This study employs qualitative methods to capture the descriptive elements related to the pedagogical perspectives and teaching practices used by the teacher educators identified as effective by teacher candidates. To triangulate the findings, several qualitative methods were employed to collect the data: (a) focus groups, (b) reflective journals, self-study (c) interviews, (d) peer review/dialog online, (e) survey, and (f) ethnographic field notes. This study focuses on teacher perceptions and experiences of engaging in collaborative action research on professional identity and practice. This qualitative study focuses on understanding the lived experiences of 40 teacher candidates before, during, and after engaging in action research at the same time conducting a self-study on my own teaching practices through the lens of global education. Four research questions guiding the study: Given the requirements and limitations of pre-service teacher education program: 1) Is it possible to introduce participatory action research to teacher candidates in a way that will empower them professionally and prepare them for reflective and transformative leaders in education? 2) What are the pedagogical and transformative perspectives in-service teachers and teacher educators in relation to the teaching practices that they find essential in preparing future transformative educators? 3) What are the advantages and challenges in fostering Transformative Thinking and critical autonomy among learners while implementing Transformative Critical Education and Visionary Leadership Theory in teacher education? 4) What are the effective and research based teaching strategies and transformative resources that are recommended by the participants?
    Results or expectations
    This research has funding until the end of December 2016. As our preliminary results indicate transforming our own teaching is more important then ever. From the perspective of educational policy, educational reform has been linked to national economic competiveness in the global economy. Many in the past argued that K-12 curriculum is an inch deep and a mile wide (Schmidt, McKnight, & Raizen, 1997) and American curriculum is lagging behind to equip the next generation of the American workforce with the knowledge and skills necessary to meet the demands of the 21st century (NCEE, 2007). The latest report funded by the OECD for the International Student Assessment (PISA, 2012), U.S students performed below average in math among the 65 nations. Designing curriculum for a deeper understanding, setting higher standards with a set of clear expectations of what students need to learn, emphasizing the application of knowledge, and incorporating assessment throughout the curricular process have long been documented. Wiggins (1988 & 2005) proposed organizing curriculum around “big ideas” and “concepts” (Ericson, 2006 & 2008). The current trends in curriculum – building toward higher standards to emphasize a deeper understanding of the content and application of knowledge to real life settings – in essence is a “transformative” curriculum. Participants have been sharing their challenges and triumphs on a weekly bases; peer observing and providing feedback to each other. As one student wrote: "The past few months allowed me to reflect upon my life and teaching career. I learned “pedagogy of plenty” versus “pedagogy of poverty”; this help me to know that in my own past I was taught by the latter, but as a future “edupreneur” I will embrace “pedagogy of plenty.” I have also learned to look intently at history, commercials, stereotypes (i.e. scientist) and other public publication for “myths and misconceptions.” By the end of Fall, we expect to complete our checklist for teaching education models (from Traditional, Progressive to Transformative) that we developed based on our self reflections. By the end of Spring, we plan to re-develop our lessons based on our rubrics and checklist that we compile. Since 2010, I have been working with teacher candidates in different programs (e.g. early childhood, elementary, secondary, special education. Based on this participatory action research, I seek to improve my own teaching in the field of global education as well as integrate global competencies and 21st century skills to the courses I teach in other departments; conduct a self- study on my teaching activities; and reflect on my philosophy of education focusing on “transformative education” model while exemplifying reflective teaching practices to my students and co-creating tools, strategies, and projects with the research participants. Most importantly, the study provided open dialog and communication among faculty, pre-service and in-service teachers to bridge theory into practice while integrating innovative technologies and frameworks.
    Educational or scientific importance
    Teacher candidates who are enrolled in Teacher Certification Programs are currently affected by the issues being investigated. From assessing the teacher candidates to preparing them for the standard driven curriculum, there is and increasing demand for globally connected and culturally relevant pedagogy. As the accountability of teacher education programs and the demand for globally competent teacher candidates are increasing, teachers’ performance in the classroom is under unprecedented and intensifying scrutiny. Teacher education programs seek innovative and transformative education models that implement the theory into practice while preparing teacher candidates for global economy. Teacher candidates who start their teaching often confused and puzzled by connecting their theoretical knowledge into practice as well as fulfilling the demands of the standard driven curriculum. To answer the research questions, this study explores how global competencies, media literacy education as well as transformative critical pedagogy frameworks are being adopted in teacher education and integrated in K12 curriculum. This study not only provides discussion on case studies, authentic and transformative teaching materials, assessment tools, and strategies but also outlines the transformative role of global education into teacher education curricula. This study will have a broader impact in teacher education field and benefit teacher candidates, teacher educators, K-12 educators, parents, and administrators who seek transformative and innovative strategies and tools for improving instruction, assessing students' work and for preparing new generations to be future “transformative and visionary leaders” and global citizens. Conference participants will be able to: · argue the challenges and advantages of transformative critical pedagogy in teacher education; · introduce the use and the role of innovative technologies in developing global competencies, critical thinking and 21st century skills among pre-service teachers; · showcase their transdisciplinary projects across content areas (e.g. math, geography, cultural studies, world languages); · demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based globally connected activities integrating new media and technologies; · investigate the use and the power of innovative technologies and online resources such as MOOCs, wikibook projects and interactive games as a means to promote heutagogy among pre-service teachers, · outline the best practices, assessment tools, and curriculum models that promote transformative and heutagogical teaching models.
    References
    Authentic Education. (2012). What is understanding by design? Retrieved from http://www.authenticeducation.org/ubd/ubd.lasso Ausubel, D.P. (2000). The acquisition and retention of knowledge: A cognitive view. Norwell, MA: Kluwer Academic Publishers. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education. Center for Applied Special Technology (CAST). (n.d.). What is universal design for learning? Center for Applied Special Technology Retrieved from http://www.cast.org/udl/index.html CCSSO, National Governors Association Center for Best Practices & Council of Chief State School Officers Common Core State Standards (2010). Educating for Global Competence: Preparing Our Youth to Engage the World. Washington, DC. Retrieved from http://www.ccsso.org/Resources/Publications/Educating_for_Global_Competence.html Center for Applied Special Technology (CAST). (2013). Universal Design for learning. Retrieved from http://www.cast.org/udl/ Commission on International Education (1998). Educating for global competence: America's passport to the future. Washington, DC: American Council on Education. Council of Chief State School Officers. (2010). EdSteps global competence matrix. Washington, DC. Retrieved from http://www.edsteps.org/ccsso/SampleWorks/matrix.pdf Erickson, H. L. (2008). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning (3rd ed.). Thousand Oaks, CA: Corwin Press. Erickson, H. L. (2006). Concept-based curriculum and instruction for the thinking classroom (2nd ed.). Thousand Oaks, CA: Corwin Press. Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux. Gerlach, J. M. (1994). “Is this collaboration?” In Bosworth, K. and Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass. Gowin, B. D. (1981). Educating. Ithica, NY: Cornell University Press. Gowin, B. D. & Alvarez, M.C. (2005). The art of educating with V diagrams. New York, NY: Cambridge University Press Kuhn, D. (2005). Is developing scientific thinking all about learning to control variables? Psychological Science 16(11), 866-870. Kuhn, D. (2007). How to produce a high-achieving child. Phi Delta Kappan, 88, 757-763. Lee, C. D., & Smagorinsky, P. (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. Cambridge, England: Cambridge University Press. The Longview Foundation. (2008). Teacher preparation for the global age: The imperative for change. Silver Spring, MD: Author. MacGregor, J. (January 01, 1997). Collaborative learning: Shared inquiry as a process of reform. Maa Notes, 44, 27-34. Novak, J. D. & Cañas, A. J.(2008). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition. Retrieved from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf Novak, J. D. & Gowin, B.D. (1984). Learning how to learn. New York, NY: Cambridge University Press. Novak, J. D. (1988). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates. Partnership for 21st Century Skills (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org The Programme for International Student Assessment (PISA). (2012). PISA 2012 results. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm Robinson, K. Sir. (2006, February). Do schools kill creativity? [Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
    Presenters
    Melda Yildiz; Melda.Yildiz@Fulbrightmail.org (Presenter)

    (view changes)
    9:06 pm

Thursday, June 8

Tuesday, June 6

  1. page EdXED NYC edited EdXED NYC 2017
    EdXED NYC 2017
    (view changes)
    12:52 pm

Wednesday, May 31

  1. 6:09 am

Thursday, March 16

  1. page MMM edited ... Melda Yildiz, Global Scholar Melda.Yildiz@Fulbrightmail.org Kristine Scharaldi Unite to E…
    ...
    Melda Yildiz, Global Scholar
    Melda.Yildiz@Fulbrightmail.org
    Kristine Scharaldi
    Unite to Educate
    kristine@unitetoeducate.com

    Multilingual Bingo Game
    {Bingo MMM B & W v1.pdf}
    (view changes)

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