The May #globalclassroom chats were some of the liveliest and productive we’ve had in some time. With contributions from leading early childhood educators around the world, it is hard to sum up the true impact of these chats …
I highly recommend exploring the archives for great links, resources, and ideas for integrarating global perspectives into the early years.
To celebrate the publication of our first Global Classroom Project feature article, in the K-3 Class Ideas magazine here in Australia, this month’s #globalclassroom chat is dedicated to exploring the possibilities for global connections and collaboration in Early Childhood (K-3). (You can read the article here.)
Guiding Questions
We are lucky enough to have some amazing early childhood educators in the #globalclassroom community, and its time to give their stories and experiences centre stage. If you know of an early childhood educator, please let them know about these chats! We’d always enjoy meeting new faces!
What online communities and projects do early childhood teachers find useful for connecting and collaborating globally?
How do we ensure that our students have the skills and understanding necessary to participate in a global collaboration project?
What strategies and tools can we use to support very young children’s participation in global projects?
Can you share your stories and advice for K-3 teachers interested in exploring the possibilities of global connections?
What options are there for K-3 classrooms without reliable Internet connections to get involved in global projects?
The author’s journey to Cape Town, South Africa in 2001 included this “first:” being stuck on Table Mountain, at night, in winter, with no mobile phone, having missed the final tram car off the summit. Good times.
In honor of Michael Graffin’s first international trip abroad to Doha, Qatar this July, it seemed timely to suggest that the April #GlobalClassroom Chat theme be, A Journey of Many Firsts.
My iEARN colleagues around the world have spent the past 25 years focusing on helping teachers and students begin their first journeys into global classroom collaboration. The iEARN annual conferences and youth summits are attended by many, like Michael, who have never traveled abroad or worked on global online projects. The impact of this journey can be profound. Here is a student who travelled to Cape Town, South Africa for the iEARN Youth Summit in 2001:
Last summer was a Journey of Many Firsts thanks to receiving the Debra Kurshan iEARN Scholarship. After winning half a scholarship to attend the IEARN Youth Summit Conference in Cape Town, South Africa, my life changed forever. It changed my life in a way that I never dreamed possible before. It’s hard to say, but it is like I have moved to a higher level in my life. I’ve worked so hard to accomplish so many goals in my life that this was a reward for all my efforts.I never realized that winning this scholarship would be so much fun and give me the opportunity to experience so many “firsts.”
Some of the first experiences for me are the following:
first plane ride
first time I knew there was cold weather in Africa
first time seeing wild animals including the cheetah, penguins, and seals
first time seeing a modern mall in Africa, I always thought people lived in huts
first time seeing a Township and the poverty that went along with living under those conditions
first time seeing two oceans meet and mountains covered with clouds
first time meeting and talking with a boy who was a “Child Soldier”
first time meeting and sharing time with kids from 23 different countries
first boat ride and trip to Robyn Island the prison where Nelson Mandela stayed
first time working with a group of kids from around the world on an Environmental Project
first time attending a Global Conference with teachers and students from 70 different countries and making a presentation at the closing ceremony
first time raising funds to cover expenses for a trip
first time getting a passport
When school started I encouraged my classmates to get involved with the IEARN Learning Circles Computer Chronicles project. We communicated with other kids from Belarus, Kuwait, Netherlands, New Jersey, Miami, and Botswana. These projects connect us to the world by the Internet…I think this trip made me a better person and I am able to connect with people better from a variety of different cultures. I realize that I am one person but I can make an important difference in the lives of others.
Can groups of kids work together on environmental projects for the first time without ever being in the same room?
We understand that travel is impossible for 99.99% of the iEARN network (and the vast majority of teachers and students worldwide), and each conference participant represents thousands of others who will need to rely upon virtual, rather than face-to-face, interaction to begin their journeys of firsts. But is this possible? Can activities like #MysterySkype and monthly chats like #GlobalClassroom help educators and students begin their journeys towards greater global awareness? Are profound international experiences only possible for a small percentage of travelers? Are groups of kids able to work together on environmental projects for the first time without ever being in the same place?
I like Anne Mirtschin’s eloquent thoughts in this post last January:
There was a time … I thought that:
Christmas was celebrated by Christians across the world on the same day – 25th December
New Year occurred for all on the 1st January each year
All countries experience four seasons
School years started and finished on the same dates globally
Education was a right that all should and do experience
Now, through an amazing global professional network that spans countries across the world from developed to developing countries, across hemispheres, time zones, geographical barriers, language difficulties, ideologies, etc that my knowledge, understanding, perception and experience of the world is through the ‘eyes’, experiences, feelings and passions of those who live there. Empathy, tolerance, compassion and a deeper appreciation of what the world is about, why it is what it is and an ever increasing acceptance that the majority of global citizens want peace, happiness, a healthy world – a world featuring tolerance, empathy and generosity to those who have less.
Some questions for Twitter chat participants this April:
What global awareness “firsts” have you had as part of a global classroom collaboration – either as a participant, or leader?
Have you had a global awareness “first” as part of this Twitter chat?
Are virtual exchanges able to result in, “empathy, tolerance, compassion and a deeper appreciation of what the world is about”?
The March #globalclassroom chats were a nightmare to organise; however, they produced some fantastic discussions about the importance of science education, and how we can inspire students to engage in science through connecting with real world science projects, and interacting with working scientists.
From my perspective, the chats were a great research opportunity, enabling me to connect with some amazing science teachers, and learn about the innovative projects happening in schools. A mid-chat tweet to the leading Australian science communicator @DoctorKarl later led to some great Twitter connections (including @realscientists and @IASAus), which will help me immensely as I plan my upcoming (er, first) ‘keynote’ presentation.
Thanks to our fantastic archivist @CliveSir, who’s ensured the chats are recorded for posterity on our chats wiki. Click here to access.
Thanks also to @Jennysfen, who created a Pinterest board collating links shared in the chat – you are most welcome to contribute!
It’s hard to believe that the January #globalclassroom chats have already come and gone! The new schedule proved to be a huge success, with all three chats occurring within a 24 hour period. Although it was certainly a celebration, it was a powerful work party as well.
It was a WONDERFUL opportunity for participants to share their highlights and SUCCESSES in a #globalclassroom as well as some of the FROGS that @iEARNUSA got us thinking about and sharing during the December “Eat that Frog” discussion. This specific “frog” chat was a highlight for MANY!
@rentonl A1: My favorite chat was about eating frogs! Overcoming the obstacles that get in the way of global activities. #globalclassroom
Several fantastic suggestions were shared for future chats and have been saved in order to guide our journey going forward. Please remember that this is ALWAYS a working “document” of sorts, morphing and changing with the needs of our #globalclassroom participants. If you think of a topic that you would like to see explored you are urged to share it on the wiki or to contact @mgraffin!
The #globalclassroom community is a vibrant, collaborative and generous one. People share willingly and eagerly. Even if you do NOT have a #globalclassroom, this is the place to begin discovering how EASY it is to bring the WORLD to your students, within the supportive #globalclassroom environment! After all, learning WITH the world, not just ABOUT the world, makes our learning authentic, personalized and meaningful!
@rentonl I just can’t believe how much my teaching has changed since I got connected. Lots of true friendships formed too.#globalclassroom
Be sure to check the archives of these chats. Each contains a WEALTH of information, links and on-going projects! Thank you to EVERYONE for making this January chat a HUGE success! We COULDN’T do it WITHOUT you! We are looking forward to seeing you at the FEBRUARY #globalclassroom chats!
It’s a PARTY … okay … a WORKING party, but a PARTY nonetheless!
What: Celebration Get Together! Where: #globalclassroom chat When: second week in January-ish (See new times and check time zones below.) Who: anyone with a #globalclassroom or dream of creating a #globalclassroom … yes, you can BRING a FRIEND! After all, the MORE the MERRIER!
Bring your #globalclassroom celebrations, frustrations, (or as @iEARNUSA likes to say “frogs”), questions, hopes and DREAMS to our January 2013 chat! By beginning the year with an open discussion, this will be an opportunity for people to share their highlights and burning questions! After all:
“No one is as smart as ALL of us!”
~Japanese Proverb
Things to think about:
your favourite #globalclassroom topic
a highlight of your #globalclassroom journey
some of the pitfalls you’ve overcome in your #globalclassroom
your vision for the future, (hopes and dreams), for your #globalclassroom
topics you would like to explore further during our upcoming #globalclassroom chats
This month, we are implementing a NEW schedule for the #globalclassroom chats, which will now run over one 24 hour period, starting on the second Saturday of the month.
This is a significant change, so please check which time works for you, and put a note in your calendar!
Chat 1 – Saturday – January 12 (10:00 GMT)
10AM London, 3.30PM New Delhi, 6PM Perth, 9PM Sydney (AEDT), 11PM Auckland
Chat times are displayed in UTC+0/GMT+0 (Greenwich Mean Time – No Daylight Saving)
To convert the UTC/GMT time to YOUR time-zone, please click on the event description, and copy the event to your personal calendar. Or you may calculate the chat time for your area with the World Time Zone converter.
Hi all. We’ve been a little slack in posting the archives for the #globalclassroom chats – partly due to the arrival of Summer holidays here in Australia. We’ll all be back on deck in early 2013; however, here are the links to the archives from our last few chats:
November 2012: How can we support students to inquire into global issues that help develop empathy and compassion?
Globalclassroom tweetchats are a great way to converse with others on a specified topic and meet a network of educators who live in a similar time zone. They are held once a month for one hour over three days and times to suit all time zones.. @Warwick_Languages and I co-moderated one of the December sessions.The topic of conversation was “Eat that Frog!” A great topic discussion suggested by David Potter (@iearnusa) in California. See the globalclassroom post “Eat that Frog“.
This topic was of high intrigue. Frogs! – we are not allowed to eat frogs in Australia, yet they are a prized dish in other countries – primarily Asia. Would we offend anyone?
As the chat progressed a number of experienced global classroom tweeters came on board and many more were lured into the conversation with this great topic teaser! It became one of the most amazing chats that I have participated in – participants from across the world – some great sharing, honesty, laced with humour and many wonderful experiences to learn about. The hour did not let us do justice to the questions – we ran out of time!
Please take time to peruse the chatfeed which @CliveSir kindly puts together. There is a wealth of advice, resources and experience to be found there. One experience that fascinated participants was that of Jenny Ashby and her 24 hour skype-a-thon, where Australia students went to school with others across the world in their school class time. Read Jenny’s account of their 24 Hour Skype
What frogs do you have in your classoom? Have you been involved in tweethchats? If so, which ones? What tweet chats do you enjoy?
The October #globalclassroom chats were a lively affair this month, with many teachers keen to share their thoughts, experiences, and advice about enabling teachers participation & engagement in global collaborative projects.
Unfortunately, I wasn’t able to actively participate in the chats this month, but having read through the archives, I know that they excelled as a great way for teachers to connect, share, learn and collaborate globally.
I hope you will take some time to read through the archives, and your thoughts and projects to our Google Doc.
This month’s #globalclassroom chats are a spin-off from my presentation at the Australian Computers in Education Conference, held last week right here in Perth, Western Australia.
As the co-founder & leader of The Global Classroom Project, I have learnt a great deal about the challenges, opportunities, and steep learning curve faced by teachers making their first connections beyond their classroom walls.
Issues faced range from finding collaboration partners, integrating global perspectives across the curriculum, and providing ongoing informal professional development for teachers involved in projects.
In this presentation, we will present a compelling rationale for global collaboration in education, and explore ways teachers can overcome the challenges they face as they begin to flatten their classroom walls.
In an effort to continue the discussions we started during the presentation, this month’s #globalclassroom chat topic is simplly:
How can we enable teachers and students to connect, share, learn, and collaborate globally?
Specifically;
WHY should teachers and students explore ways to share, connect, and collaborate globally?
WHAT does global collaboration look like?
HOW can we help teachers overcome the challengesand obstacles faced by teachers interested in flattening their classroom walls?
WHERE can teachers find international partners, and access professional development to support their integration of global perspectives / collaboration across the curriculum?
What do you think?
Please join us for our October chats this coming weekend. Please check out the times below – please note that these times have changed due to due to the start of DST in some countries.
Chat 1 - Saturday, October 13, 17:00 – 18:00 UTC – N America, S America, Europe, Africa
The September #globalclassroom chats proved, yet again, to be an engaging conversation around the magic of flattening your classroom, connecting with others around the globe and collaborative sharing by participants. Our topic, “What is Global Taxonomy”, inspired by the tremendous work done by Julie Lindsay & Vicki A. Davis in Flattening Classrooms, Engaging Minds, proved to be lively and informative.
When asked if there was a progression of global collaboration, it became quickly apparent that there are MANY valuable global projects taking place at all levels within the education system, at each of the levels within the GlobalTaxonomy. There is truly NO lack of opportunity to become involved in taking your classroom global, and this #globalclassroom community shares readily and willingly! Many of the projects are predesigned, “managed global connections” described as level 3 within the Global Taxonomy framework:
The younger the students in your care, however, the greater the intentional scaffolding needs to be. Modelling, focused large group experiences and discussions around digital citizenship, online safety, quality commenting and etiquette are critical pieces of the puzzle which must be thoughtfully addressed and revisited often as you strive toward “gradual release” moving up the levels of this Taxonomy.
Children as young as Kindergarten are learning how to tweet! It is certainly inspiring to hear that classrooms now include such 21st Century jobs as “class tweeter” and “class photographer” to capture the learning which is later shared through blogging … gone are the days of the “blackboard cleaner”!
Skype is a logical, inexpensive and synchronous tool for connecting our students in real time, as are video conferences, live meetings and chats! The use of asynchronous tools, such as wikis, blogs, google docs, podcasts, e-mail, as well as posting to websites, etc., provide invaluable opportunities to further share our learning discoveries and to continue our learning with a global audience.
Through the tireless and talented efforts of @clivesir, each of these monthly chats are archived and absolutely worth checking out. Even better, this chat is held at three different times during the month, in order to accommodate as many time zones as possible. Although the topic remains the same for each, it is always interesting to see how they develop differently, as a direct result of our own differences in perspective and experience! Check below for the archive links to September’s #globalclassroom chats:
These #globalclassroom chats, held the second or third week of each month, are priceless opportunities for connecting with others interested in flattening the walls of their classrooms. The resources, projects and conversation shared will have you bookmarking, favouriting and researching for WEEKS to come!
@tashacowdy I TOTALLY agree … certainly not enough of it happening … YET! Once people get their TOES wet … there’s NO looking back!
Go ahead … JOIN an already established project or create your own based on your desired outcomes … but DEFINITELY get your TOES wet! It will be WORTH it!
In Flattening Classrooms, Engaging Minds, Julie Lindsay and Vicki Davis suggest using “a steady methodology for taking students from connecting within your classroom to connecting with the world”. The authors describe a taxonomy of five levels:
Level 1: Intra-connection (within your own class)
Level 2: Inter-connection (within school / district)
Level 3: Managed global connection (class to class)
Level 4: Student to student (with teacher management)
Level 5 Student to student (with student management)
The taxonomy is a progression from one level to the next, through thoughtful planning and gradual release. The strategies, tools and products will vary depending on the context, developmental level and experience of the students. In a school where global collaboration is school wide, younger children may end up being more experienced in global collaboration than older students in a school that does not have such a culture. For deeper insight into each of the taxonomy levels explored below, please see The Flat Classroom Storify.
There are many strategies for how to support and encourage global collaboration at each level. This blog post examines each level and how teachers can support, recognise and foster global collaboration though these taxonomies.
Within Level 1, developing intra-connections within your own classroom can be as simple as having students working in partners within close proximity to edit a class wiki or a collaborative document together. Gradually, greater physical distance is placed between the working partners. Soon, students begin to work across the room from their partners, with limited face-to-face interaction. This can be a very powerful way of experiencing the challenges that can come up when you are not longer working side by side with your partner, effectively mimicking a fully developed global project where participants work together across many miles.
As one moves up the Flattening Classrooms, Engaging Minds pyramid, students begin to communicate through digital connections. Within Level 2, inter-connections are developed between other classes within a school or within the school district. This distance provides powerful teaching opportunities through the use of synchronous, (skype, video conferences, live meetings or chats), and asynchronous tools, (wikis, blogs, podcasts, e-mail, posting to websites, etc.). This level can provide greater opportunities for authentic discussions involving collaboration, digital footprints and citizenship.
Level 3 provides schools with the opportunity to join programs which have already been developed, such as The Lucky Ladybug Project, Shoeless and Bark, and the Life ‘Round Here digital storytelling project, and is a “managed global connection”. Since these programs often have a predetermined outcome, often downloadable materials and prescribed lesson plans are provided. This level moves students out of the ‘inner circle” into communicating with others at a variety of distances.
The student to student connections which are “teacher managed” in Level 4 is the beginning of authentic student global connections. Julie and Vicki describe this as a “jigsaw” of activities. Students may have their own learning goals and, once students have completed their individual pieces of the “research” puzzle, they come together to share their learning with classmates. As the title suggests, the teacher is the project leader. It is their job to facilitate and direct the learning path of the project. The presentations that often go along with this type of project create powerful learning experiences for both the presenters and the audience members.
At the top of the Global Connection pyramid is Level 5: student to student connections where the classroom walls have been completely flattened, students manage the project and the teacher is on the sidelines offering encouragement and coaching as the project grows. It is this level of project which, according to Julie and Vicki, best prepares our students for “the participatory, collaborative environment in today’s work environment and will provide students with real world marketable, beneficial online leadership skills”.
The BEST place to begin a global connection project is by thinking about your learning objectives and desired outcomes, as well as the age of the students you are working with. If you have never ventured into this exciting learning territory before and are worried about the best way to test the waters, it is often easiest to start by joining a project which has already been developed. Believe me, once you try it you will NEVER look back!
What do you think?
1. How do you scaffold global learning from class to world?
2. Is there a ‘progression’ of global collaboration?
3. How does global learning/collaboration differ between younger and older learners?
4. How do you ensure that students have the skills and understanding necessary to participate in a global collaboration project?
5. Which tools do you find most useful for global collaboration?
6. How do you embed global learning in a school’s culture?
7a. Is it important that all students contribute in a project?
7b. If so, how do you ensure this?
8. What are some of the key ingredients of successful global collaboration?
9. What are some of your global collaboration successes?
Please join us for our September chat. The sharing and learning that comes from these discussions enriches our practice and the learning experiences of our students! Check below for the time that best fits with your time zone:
Schedule
Saturday, September 15 – USA, Europe, Africa (17:00 – 18:00 GMT)
This month’s topic comes to us from my good friend Clive Elsmore (@clivesir), who has worked extensively as a volunteer teacher in India and Sri Lanka over the past few years.
In his own words, …
As classroom teachers, we understand the value of making global connections, and the benefits of learning and sharing with different cultures around the world. We make contacts through web searches, databases or through acquaintances in social media, setting up Skype sessions, sharing blogs or voicethreads, comparing and contrasting with junior voices in far-off lands.
Undeniably, there are huge benefits to be had. But the very technology which facilitates the connections to different cultures also restricts its diversity.
The reality in many classrooms around the globe is that there is no electricity, let alone any laptops or Internet connection. When you connect through the web to a networked school in a developing country you must realise that that school is probably atypical of that general society.
As developing societies are potentially less affected by the transforming effects of technological connections, sharing with them offers huge opportunities for learning on both sides. For them, contacting you takes a lot of effort which is only worthwhile if it results in a long-term relationship. From your perspective, you may want to make contact, share, and then move on to the next objective on your curriculum. And then there’s the difficulty of connecting with unconnected schools in the first place!
Is it possible to overcome these obstacles?
Which brings us to this month’s discussion question:
How can we connect with and build collaborative partnerships with schools in developing countries?
In particular, how can we collaborate with schools which don’t have electricity or an internet connection?
Some potential topics for discussion:
Where can we find these connections?
How can we tap into the hidden potential of schools in developing countries?
Examples of real educational projects which teachers can join which don’t require an online collaboration.
The critical role of the @iEARN network in facilitating global access to schools and potential collaboration partners in the developing world.
Schedule
Saturday, June 16 – USA, Europe, Africa (17:00 – 18:00 GMT)
1PM (13:00) New York, 6PM (18:00) London, 7PM (19:00) Cape Town, 8PM (20:00) Bucharest
Or click here to find out when this chat runs in your timezone.
Sunday, June 17 – Asia / Europe ( 9:00 – 10:00 GMT)
The process of choosing a topic, selecting questions to ask, participating in and moderating the #globalclassroom chat, was an eye opening and rewarding experience.
This chat reinforced, for me, the POWER of my online PLN, and the inspiration that Twitter connections provide for my professional growth as an educator. It was exciting to discover the number of people who are also interested in global inquiry projects and their openness and eagerness to share their discoveries with others.
Creating a meaningful and sustainable global inquiry project is no easy feat. Fostering buy in and personalisation for students, fitting it meaningfully into your daily curricular student learner outcomes is tricky, although it IS possible. This occurs when you are able to connect with experts who are willing to continue a meaningful relationship to enhance your journey, through Skype, blogging, and other such communication tools.
Finding the PERFECT global project to fit your needs IS possible when you nurture it, connect with others, inquire through your PLN and allow your students to ask questions to further enrich the journey and learning experiences. It IS worthy work.
The Archives are now available
Thankyou to Laurie Renton and Jennifer Fenton for helping to organise this month’s #globalclassroom chats. A special mention goes to @WorldVUSE, who although relatively new to Twitter, successfully took on the challenge of moderating their first Twitter chat!
This month’s archives have been saved using Storify, and you can find the links here, or follow the direct links below.
The May #globalclassroom chats are upon us, and this month’s question and discussion post comes to us courtesy of Laurie Renton, a Grade Three teacher working in Alberta, Canada. (@RentonL)
I have been blessed with the opportunity to work closely with a not-for-profit organization working in Peru. Our Library Project was a global inquiry that essentially “fell into our lap” and took on a life of its own because we allowed our children to wonder, to clarify, and to ask further questions after participating in a Video Conference experience to “enhance” our understanding of the customs and culture in Peru. What we thought would be a “one time only” has grown into an amazing partnership with our Grade Threes and this organization – working to build a library in a small rural weaving village – Q’enqo Peru.
This is our second year in the project. This year, we’ve been given permission to pilot a classroom blog in order to connect with experts and to share our learning journey. The blog has added another incredible layer to our global inquiry. Although our inquiry is tied to our Social Studies curriculum, it is interwoven into all other curricula in ways we would have never predicted.
Thoughts:
A global project is easiest and most meaningful when it is directly connected to your curriculum – not an add on that isn’t found within your grade SLOs (often the engagement and “buy in” is not there when it isn’t directly connected to the learning taking place within the classroom), especially if you want it to be long term and sustainable.
It can occur naturally when you allow children the opportunity to extend their understanding of concepts and personalize meaning by asking questions.
When you are able to connect with experts in the field and ask student questions, this often further extends the inquiry.
Being able to weave the inquiry into all aspect of the curriculum enriches the exploration and deepen the connections.
What do you think?
Finding an inquiry to take to the “next level” is challenging … what would you suggest for people who are interested and just not sure where to begin?
Do you have examples of authentic global inquiry projects that you could share with us?
How do you make these connections with “experts in the field”?
How do you make your inquiry “manageable” so that you are able to get ALL curricular “responsibilities” addressed AND find time to pursue your global project?
What tools are you using to share your global inquiry with others? Blogging? Video? Skype? Wiki?
How do you generate global interest in your inquiry? Twitter?
May Chat Details
Saturday, May 12 - USA, Europe, Africa (17:00 – 18:00 GMT)
1PM (13:00) New York, 6PM (18:00) London, 7PM (19:00) Cape Town, 8PM (20:00) Bucharest
Or click here to find out when this chat runs in your timezone.
Sunday, May 13 - Asia / Europe ( 9:00 – 10:00 GMT)
OR click here to find out when this chat runs in your timezone.
Can you help?
We are always keen to recruit new chat moderators, and would love suggestions for future chat topics. Please tweet @mgraffin if interested or access the online form on the #globalclassroom chat wiki. We sincerely appreciate your support!
I have been blessed with the opportunity to work closely with a not-for-profit organization working in Peru. Our Library Project was a global inquiry that essentially “fell into our lap” and took on a life of its own because we allowed our children to wonder, to clarify, and to ask further questions after participating in a Video Conference experience to “enhance” our understanding of the customs and culture in Peru. What we thought would be a “one time only” has grown into an amazing partnership with our Grade Threes and this organization – working to build a library in a small rural weaving village – Q’enqo Peru.
