This is the third year of the Global Education Conference – one of the most amazing conferences – all online, free and open to the world to participate in. Steve Hargadon and Lucy Gray are the co-founders of the innovative concept.
You must make the time to attend at least one session. You should also join the ning and participate in the chat as there are many educators from many countries – all wanting to converse, meet each other and learn from and with each other. Last night I was in the chat with a teacher from USA, Egypt, Saudi Arabia, Australia and many others – amazing! Take a good look through the schedule for the conference and choose sessions that suit your time or interests or take a punt and just go to any of them. There are still three days of sessions to enjoy. Follow the hashtag on twitter or other social networking sites #globaled13
Following are some useful links for best use of the conference
I am proud to be able to either present or co-present for the following sessions. Please join me if you can and push global education to the fore
- Where do we get started with Global Projects Link to recording
- Teaching and Learning Across the Globe with Lorraine Leo Link to recording
- Keynote: The World is my Classroom Link to recording
- Stories from Hello Little World Skypers (HLW skypers) Link to the recording
- World Museum Scratch Projects Friday, November 22, 23:00 GMT Presented by: Prof. José Manuel Sáez López, Prof Yoshiro Miyata, Lorraine Leo Link to the recordin
Following is The World is My Classroom keynote presentation
Other sessions that I have a personal interest or passion for:
- Work with What You Have Tuesday November 20 at 2:00 GMTPresented by: Louise Morgan Link to recording
- “Window to the World” – a path for the school of the future Friday, November 22, 13:00 GMT Presented by: Effie Kyrikakis Link to Recording
- Global Classroom 2013-14 Stories & Project Launch Friday. November 22 at 11:00 GMT Presented by: Michael Graffin Link to Recording Repeat session: Saturday, Nov 23 at 20:00 GMT co-moderated by @warwicklanguage and @mrsmorgansclass Link to session
- A Glimpse Into The Life of a Connected EFL Teacher Friday, November 22 at 9:00gmt Presented: Tatyana Chernaya Link to recording
- The Connected Educator in Progress A Beginner’s JourneyThursday, November 21 at 12:00 GMT Presented by: Maria Colussa Link to recording
Are you presenting? What is your topic? What sessions will you attend? What sessions will you recommend?
Book Trailers tempt viewers to read the book that is featured in the digital movie. Creating book trailers with students from other countries and cultures can provide a fascinating insight in to their cultures.
Our students were part of an exciting partnership with the Melbourne Writers Festival in 2011 and two schools in Malaysia. Another school from Bulgaria added some of their existing material. A learning activity for creating book trailers with global students follows.
Global Student, Global Stories
(This makes a great follow up to mystery skype connections or other regular classroom contacts over skype.)
Students from several schools create book trailers (digital movies that inspire viewers to read the book featured). The trailers are published online for sharing and global viewing .
The essential learning:-
Students will learn about favourite books of students in other countries. They will collaborate and share stories through the use of computer software and online tools including MS Powerpoint, Photostory, MS Live Movie Maker and a shared online space. See our globalstorytelling wiki. Students learn about the different cultures and more of their own culture. Students will learn netiquette, digital citizenship, virtual communication, privacy and plagiarism through experience. Students will experience real deadlines for their work.
- Access to computers and software including MS Powerpoint, Moviemaker and/or Photostory.
- Communicate with the school leadership team and the parents to ensure that all are informed of the intentions and the outcomes.
- Permission forms (if required)
- Find other global partners willing to participate. This could be done through the community at MS Partners for Learning or through the Mystery Skype group.
- Create a teacher skype group for 24/7 conversations, planning the activity collaboratively, sharing problems, technical issues and discussing the outcomes and the collaborative online space.
- If the classes share similar time zones, regular linkups could be part of the interactive, global approach.
- Computer access for students
- Cameras/video cameras/
- Paper or collaborative documents for brainstorming
- Sample book trailers (there are many to be found online)
- Discuss the nature of and reason for book trailers.
- View existing book trailers online.
- Brainstorm as a class potential books and the nature of the outcomes.
- Discuss possible cultural sensitivities, netiquette and digital citizenship
- Talk about privacy, copyright and plagiarism
- Ensure students are skilled in the use of tools such as MS Photostory, PowerPoint, MovieMaker and MS Paint. Teachers who are not confident in these skills could skype in an expert or one of the global partners to teach the class
- Teach students how to publish their movies and upload to an online space
Developing the book trailers
- Students create their design or storyline in PowerPoint.
- Students share design with teacher before commencing.
- An online collaborative space should be created by an expert teacher– the space should allow discussions, school pages, individual student pages, links to resources and the use of a variety of media ie movies, images etc See our Globalstorytelling site http://globalstorytelling.wikispaces.com as an example
- Students introduce themselves by adding an appropriate profile sharing interests on the online space. Add appropriate images to show what it looks like where they live. See sample student pages Rachael (http://globalstorytelling.wikispaces.com/Rachael+E+HA) and Georgia (http://globalstorytelling.wikispaces.com/Georgia+H+HA)
- Students/teachers use the discussion tab for interaction, questions and feedback
- Student blogs can be used to journalise the learning and should be added as link on their page.
Publishing the trailers
- Completed Trailers are published, uploaded to youtube, vimeo or other space and embedded in the appropriate student page.
- Arrange a virtual book trailer premiere. Classes linkup over skype, share screens and watch selected completed book trailers. Invite the parents along.
- Provide certificates to be handed out virtually by the partner global teacher
- Setup a student summit where the global classes share the learning.
- Partner with the relevant Writers Festival in the state or country and suggest to be part of their annual festivals, bringing in your partner schools virtually where possible. (Students in our school went to Melbourne for the Melbourne Writers Festival and shared their learning on the big stage and screen at Federation Square. The Malaysian students were videoconferenced in through skype and shared their movies and learning virtually. See http://bit.ly/mwf11)
- Promote and share the work of your students with others – tweet out links, promote through blogs, educational facebook pages and other social networking sites.
- If the books are in the school library add qr codes to the book. Other students can scan the code and be taken to the created book trailers online so that they can see whether they want to read them.
- Buy some books featured by students in the partner global school(s) and add to the school library.
- Commence a virtual book club between the schools.
Watch how this was done on Global Stories through Book Trailers and see student reflections on their involvement from both countries.
International Peace Day is today and is one of global significance.
Year 3/4 ICT class have shared what peace means to them by creating images. These have been put on the presentation below together with some of their quotes. Their ideas varied and were often different to mine. At times, I started to advise them, then thought ‘no’, they are young, they see the world in a different light, from a different perspective and limited experience. One student sees peace as colourful. I see peace as the opposite to war and war is epitomized as black and white colours in my mind.
Some further activities participated in.
- took part in a google hangout and shared their views with the globe.
- some students added their feelings about peace onto Tatyana Chernaya’s peace wall. Why don’t you and your students add to this wonderful wall?
Today, Steve Sherman organised a hangout with Ena Hewitt, who had fascinating experiences to share of her family’s time living in a shack in the township in Mamelodi, South Africa. One of her quotes was quite powerful. She had taken peanut cookies to a lady who lived in the township which kick started the notion of living in the township for a month. Ena said “What are your peanut cookie moments? What can you do to build bridges rather than build walls?”
However, this post will finish with a quote from one of my young year 3 students, Nadia:
I think peace means hope, joyful and means no arguing. I also think it is great to have a special peace day and to enjoy yourself on this special day.
What did you do for International Peace Day? What can you share with us?
The German Science Class
On Thursday evening, my online colleague Reinhard Marx invited me to his first day with a year 7 Science class at Staedtische Realschule Sundern, to say hello for the new school year in Germany. What a great idea! Giving students a global introduction from day one and providing them with a glimpse that this is to be no ordinary classroom.
It was a brief skype videoconference call, where those students who wished to, came up and introduced themselves to me and shared conversations. My question generally required a simple answer, as English is not their first language. It was “Where did you go for the holidays?”. The answers really interested me as I love travelling and two students had actually been to Greece from where I have just come.
Why do this?
- immediately introduces them to the global classroom where learning can take place and be shared, beyond classroom walls.
- introduces students to new ways of communication in this 21st century – videoconferencing using tools such as skype – a popular communication and connection tool and increasingly used in the workplace.
- exposes students to different accents and ways of talking
- pushes them beyond their comfort zone – it is never easy initially speaking to someone from another country and place
- encourages them to communicate effectively and articulately
- shows them that they may need to use both text chat and audio to ensure names are understood and the actual conversation
- exposes them to different countries, cultures and time zones
- provides me with an opportunity to introduce myself and encourage ongoing connections for further teaching and learning.
- accentuates the differing nature of the world – my classes are nearly finished term 3 of four terms of the current school year compared to their new school year.
A student introduces herself to me
Thanks Reinhard for allowing me the opportunity to welcome them to their new school year. All the best! Have you had the opportunity to welcome students to their school year? Do you think that this is a good idea?
Our first videoconference with China
The intriguing topic of “Eat that Frog” for #globalclassroom chats this month created a lot of interest, discussion and banter. One of the questions was:-
What can frog-eating teachers with global classrooms do to help their peers eat their respective frogs?
This post will explain one way in which we are trying to be frogs in the pond! Our school teaches mandarin Chinese as a second language. Over the last 6 years we have established a sister school relationship with no. 27 School in Beijing. We would like to maintain online connection with them, especially via videoconferencing to allow valuable learning across our school. However the frogs or things that get in the way of this are:-
- Finding a contact person, with a similar passion or desire.
- Risk taking: finding someone who is willing to take a risk
- Language barrier (in my experience, the Chinese people like to do things well and if they feel their English is not perfect, they will be very shy of trying to communicate using audio and video with English speaking countries, despite me not being able to speak Chinese at all!!!)
- Losing face if things do not go well communication or connection wise
- finding synchronous and asynchronous tools that are able to be used by both countries. China blocks so many of our favourite tools for much of the time – google apps, blogs etc
- Meaningful relationships and trust – establishing time to enable trust first between the teachers involved
- Technological issues: Technology access and bandwidth
- How to ensure understanding
- Cultural sensitivity: Appropriate introductions, netiquette etc
Eating the respective frogs!
- Frog no. 1 and 2 – Finding a contact person. This year our school is fortunate to have Wang-Yi a young Chinese support teacher spend 12 months in our school. She accompanied the school group on its bi-ennial trip to China. (Students in years 8-11 are offered this opportunity every two years.) The 10 students who went to China in September this year spent a few days in the sister school and had a home stay with Chinese families. Whilst there, Wang-Yi was able to find a senior teacher, Mary, willing to videoconference with us and maintain when back at our school.
- Frog no. 3 Language barrier – Mary’s English is good and she is extremely fluent (although does not feel confident).
- Frog no. 4 Losing face – It was important for one or two teachers from our school make an initial connection to introduce ourselves as soon as possible as Wang is about to return to Shanghai. I emailed Mary explaining how we had communicated with and undertaken global projects with many countries including Asia where the teacher and classes spoke English as a second or third language. This reassured Mary that we were able to interact and collaborate despite possible language barriers.
- Frog no. 5 – Tools to connect and communicate - We are really comfortable with skype for videoconferencing and messaging, the Chinese people tend to use QQ and this is the tool that Mary is familiar with. Therefore, we will learn how to use QQ and they will have a go at skype. Our first connection today was with QQ. On Thursday we will use skype while Wang-Yi is still in our school.
- Frog no 6 – At lunchtime, we videoconferenced with Mary via Wang-Yi who stayed in the shadows but helped out with language when required.
- Frog no. 7 Meaningful relationships and trust - it will be important to maintain ongoing contact via emails, text msgs on skype and qq (when I learn how to use that etc), so that a friendship forms and mutual trust is engendered.
- Frog no 10 Technological issues – test the connections, use the tools between teachers first, then introduce the students/classes. A videoconference uses simple technology – a laptop with webcamera, will suffice, preferably connected to a data projector. Have back up plans.
- Frog no. 9 Ensure understanding – when no interpretor is present – use the chat, google translate, use objects, use simple gestures.
Relationships like this have the potential to impact greatly on our curriculum both for Chinese but also for geography, history, technology etc. It is far easier to connect with countries that speak English but by eating the frogs it is hoped that we can work together and push learning into new arenas or ‘ponds’!
The question was posed”What is your favourite food?” to a combined class of students from La Lima Cortes, Honduras and Hawkesdale, Australia. These students were in a virtual classroom using Blackboard Collaborate. Most of my students added expected responses in the chat or on the whiteboard: “pizza, pasta, roast etc” and then I saw the word ‘mouse’. Spinning around to my class, I wondered who the smart alec was! Almost in that same breath, Jose Popoff, the teacher from Honduras questioned Australian’s eating ‘mouse’ as a food. I spun around to my students, who could sense my wrath and mounting anger!
A quiet voice in my physical room replied saying “it is chocolate mousse”! To correct his spelling, the student then put ‘moose’ into the chat. That made us all laugh!
But…. how important is spelling and the presence of typos that might occur in the chat when students from two different countries get together in a virtual room or backchannel?
And so brought to an end a connection of 45 mins with Jose and his students. It was a mystery session where my students had to work out what country Jose was from. Jose shared some photos of where they lived and students asked questions of each other. They were all 15 or 16 years of age – all curious about each other and wanting to know more of each other. It was Thursday 2pm in Australia and 10pm Wednesday night in Honduras.
Here are some student reflections on the linkup:-
- Indi Linkup with Honduras
- Rachel’s Linkup with Honduras
Yesterday, we tried a linkup using spreecast – a new software tool to me. Several students from our school came in during morning recess to talk to Jose’s students but bad weather in Honduras meant that we dropped out after 15 minutes.
The PGL Panel
As part of the keynote sessions at the Partnerships for Global Learning conference, a panel of guest speakers was invited to share their opinions on “Technology and the Future of Education” from a global perspective. The panel consisted of Steve Hargadon, Lucy Gray, Julie Lindsay, Silvia Rosenthal Tolisano and me (Anne Mirtschin). Steve ably led the discussions and spent much time preparing the forum questions. Approximately 600 conference participants listened to the panel.
Panel discussion audienc
Here are some of the questions directed at the panel members:-
- Please give a favorite example of a use of technology in global education/collaboration
- Have our definitions of global education changed because of the internet and web/collaborative technologies, and how do we begin to identify (store) best practices we’re seeing with technology and global education? That is, what do successful global projects [using technology] look like?
- How do we measure the outcomes of global education, and how is the technology involved?
- In an increasingly test-driven education environment, how do you find leadership support for global activities?
- Students and teachers increasingly lead parallel lives: they are learning from and with new technologies, they are being measured in inadequate ways… Lets’ talk about technology from the educator side
- Are there ways of overcoming technology gaps between participating schools? How do you connect with a school that has low, limited, or no access to technology or connectivity?
- Is global education our end goal? What is your prediction for where we are headed?
Thanks Steve, Julie, Lucy and Silvia and a big thank you to the organisers of this great conference for inviting me to participate. It was such an exciting and proud moment. The conversations continue on our mighty bell space. Please join us.
Julie, Sylvia and me
Steve and Lucy ensure discussion questions go smoothly
This year I teach ICT or computer studies to years 4 and 5 students for one lesson per week.
Lorraine Leo, a long term colleague, also teaches this age group at Jackson School in USA. Hoping that we could work together on some global project, Lorraine suggested we get involved in the World Friends Scratch project.
Knowing that the grade 4/5 boys (who tend to be disengaged in the normal classroom) would like working with Scratch, I agreed. However, I have never put time aside to sit down and learn how to use it, despite being highly interested in its use.
Soon after, grade 4/5 went to the library to watch a skype videoconference linkup with Lorraine and her student Lana from USA. It was Wed night at 7:30pm Lana’s time and Thursday 11:30am our time. Students watched intensely as Lana used the screen share facility of skype and stepped us through the creation of a sprite, how to make it move and how to add speech bubbles that would appear when it bumps another sprite.
At the end of this presentation, students were able to ask Lana questions and 50 minutes disappeared very quickly. Just as the bell went, Lana took her laptop to the window to show us the snow that had fallen outside. Despite the darkness we could see it quite clearly.
Students then proceeded to create their sprites during following ICT lessons. Lorraine created two screencasts which quite clearly demonstrated the steps required and emailed them to me. The links to these were shared on my class blog. Students were able to work at their own pace and as some students completed the tasks, they mentored the others. I became a facilitator and simply watched the learning begin and blossom.
The first group of students have now completed their sprites, tested them and some were uploaded to the public gallery on Thursday, ready to be transferred to the World Friends site global project site.
What we learnt
- Digital citizenship – the necessity to make our sprites resemble our own persona. One student had made an animal sprite, another gave their body a different colour. They were changed to bear a greater likeness to themselves for global sharing.
- How to use screen casts effectively. How to use video tutorials that Lorraine Leo created to help them learn.
- Students can become effective instructors and mentors, even when they are virtual. They talk to each other in their own language.
- The necessity to follow each of these steps or the sprite would not talk when bumped.
- Expertise no longer matters if a teacher has a strong learning network
Why it worked so well
- The engagement of student learning with technology –
- having an American student teach them virtually
- working with a tool that is not obviously literacy or numeracy based
- having experts teach the students – both Lana via skype and Lorraine via the screencasts
- students mentoring other students within the classroom.
- A real project with an authentic audience
How does this fit the pedagogy of learning? (adpated from the ISTE NETS standards for students)
- use digital media and environments to communicate and work collaboratively on a global scale, to support individual learning
- contribute to the learning of others
- connect, interact, collaborate and publish with global peers, experts and general community members, including family.
- use a variety of media and digital environments to connect, communicate and create.
- share learning spaces
- communicate information and ideas effectively to a variety of digital audiences using a variety of media and formats
- develop cultural understanding and global awareness by engaging with learners from other cultures.
- Promote and model digital citizenship and responsibility.
Screen shot of the World Friends website
Do you have any questions? Please email them to firstname.lastname@example.org or add a comment below. Have you used scratch? If so, how? Has there been an element of global collaboration?
Posted in global classroom, global projects, global schools
Tagged Boston, Jackson school, Lorraine Leo, scratch, skpye, students as mentors, the value of a PLN in teaching, World Friends, World Friends global project
This week, I was fully reminded of the fact that I should never, ever doubt the ability of students and what they can achieve when highly motivated and engaged. Thinking it would be great to blend two classes – one in Boston, USA and mine in Hawkesdale Australia in a virtual classroom, it was suggested to Lorraine Leo, my great colleague in USA. Lorraine suggested Friday 16th our time, or Thurs night 15h March, their time. Yikes! That was only two days away and we had nothing organised.
- That was only two days notice.
- the interesting mixed collection of students in my year 9/10 ICT elective class
- the student mixed ability levels
- lack of time to practise, rehearse etc.
- our continuing problems with sound on the student netbooks (they had just been reghosted and handed back to students)
As there was one single, precious lesson prior to the online session, we tested sound/audio/access/application sharing/use of web camera etc to Blackboard Collaborate, the webconferencing software tool to be used and also brainstormed some ideas on a wallwisher. However, the time was not long enough. Students were then told to bring their photos and scripts with them on Friday ready to share with their global counterparts.
Feeling quite nervous on Friday about whether:-
- anyone had brought photos and more importantly how many had not done anything
- they had anything to talk about and would they stutter, stumble and take frights (as many of these students are extremely shy)
- they would behave online
- the webcam would be used to good effect
- the application sharing of pivot and some stored photos on student computers work etc…
- sound/audio would all work
I was surprised to find all of them were all organised. They had taken time consuming, fascinating photos at home and on their farm, had brought products into share and wanted to come in at recess to get organised. Some of these are students who rarely complete homework! Here is what it all looked like.
- an opening comment by Lorraine : Thank you for inviting us to Australia to visit your students.
- Problems as always with sound – most students had to come to my laptop to speak and demonstrate
- in my nervousness, I forgot to go through the tool bars and elements of Blackboard Collaborate at the beginning, but most seemed to work it out as we went a long.
- A classroom of 21 participants, including Mrs Leo, the teacher from USA, 5 of her students, logging on from home (as it was 7:30pm at night for them), two adults from Japan – one a university professor creator of a global project – World Friends with Scratch, the other a parent, a student teacher from Saskatchewan Canada; a parent of one of my students and Mrs Leo’s mother, an amazing 86 year old lady in blackboard collaborate for the first time. Such a blended classroom, made possible with technology.
- my students presenting on topics such as:- Hawkesdale, my farm, my pets,our school, my interests, pivot and demonstrating sample student work, including quilting.
- Once the initial nervousness dispersed, the obvious pride that my students took in sharing their passions, how well spoken they actually were and that they were all organised!
- the support that students gave each other
- the fast paced nature of the chat, where participants asked questions, gave feedback and generally shared across the globe.
- interacting on the collaborative whiteboard to share names, farewells, favourite technology.
Despite being pushed outside their comfort zones, students really enjoy interactions such as this. They find it fun and engaging and are curious about each other. Each person has a voice and is able to interact in the chat. A big thank you to our global participants for coming to learn about us and to Mrs Leo for her work in making it possible.
I love this comment from a thankyou email from Lorraine:-
Thank you again! I really appreciated your time and all of the behind the scenes work in putting the meetup together. I know that for many of my students and for Noriko and my mom, being in a Blackboard Collaborate room was a completely new experience. Can you only imagine what it must be like for my mom — at 86!– listening to students all the way over in Australia! She really enjoyed the experience and I’m sure will want to be included the next time there is a meetup.
Read the student reflections
Here is the link to the recording
One of my Flat Classroom Project colleagues, Honor Moorman asked “What advice could be given to new globaled teachers?” See the trigger blog post Sage Advice for New Teachers
Global education is my passion and technology enables us to connect and communicate with others across the globe – sharing conversations, learning together and from each other, solving problems together etc either in synchronous or non-synchronous time.
Following are some tips for new globaled teachers:-
- Seek out existing projects where experienced teachers will guide those who are new. Short simple projects are great for beginners. See Classroom2.0, Flat Classroom Projects,Global Education Collaborative, Global Classroom, Jen Wagner’s projects etc.
- Find another teacher(s) with a similar passion. Successful outcomes occur when passionate, committed, determined, and hard-working educators connect cross countries See Back to the Classroom (of 2.0)
- Get to know each other and develop confidence with each other. Use emails, chat, audio and then videoconference. Be honest and open at all times.
- Always test any connections -internet connections, bandwidth, potentially blocked sites, audio, video etc
- Find tools that are user-friendly to both of you eg blogging, videoconferencing, google applications, titanpad, forums, moodle, ning, wikis, voicethreads, web conferencing, edmodo etc Consider the nature of the connection and the proposed outcomes.
- Don’t be nervous about connecting with those who do not speak English (or your native tonuge) as a first language. Sometimes the richest learning takes place in these connections. My school is culturally and geographically isolated. We connect regularly with different classes in Indonesia where English is spoken as a third or fourth language. These can be challenging connections, taking students way outside their comfort zones, but we survive, connect, communicate by ‘hook or by crook’ and make ourselves understood with simplified English, body language, use of objects and/or miming.
- Be completely open and honest with each other (Skype was used for videoconferencing from home to get to know another teacher from Singapore. Fortunately, she warned me that she was a Muslim. When we connected our classes, she had her head gear on and I would not have recognized her.) As issues arise from cultural, religious, ideological values between either you or your students, discuss them openly and work through them with all parties involved. One of my students offended students in Canada with some language that was becoming common place in Australia. Discussing the problems with students and editing the blog post meant that we kept working together – a much better outcome than refusing to speak to each other or continue to work together. A second problem arose, when one of my girls uploaded her avatar onto the Flat Classroom Project ning. The avatar was a photo of her in modest summer gear ie Tshirt and shorts. A teacher from Oman in the Middle East queried the appropriateness of this image as females in the Middle East have arms and legs covered. After discussion with the girl, a different photo was added.
- Go beyond ‘meet and greet’. Greater learning outcomes will evolve if the communication and connection continues on a regular nature.
- Make the most of all ‘teachable’ moments with your classes, wither before, during or after linkups and connections. Classroom Story: In the middle of a direct web conferencing linkup with a class from Malaysia, one of my girls ‘piped up’ and said “By the way, where is this Malaysia? At the end of the lesson students searched for Malaysia. (I had assumed that my students would all know where Malaysia was.)
- Test, test and test again all tools and connections to be used. Technology is never, ever 100% reliable. Have a backup plan and a possible alternative tool. Classroom Story: Three years ago, our whole school was setup to linkup with a research scientist in Antarctica. Two other backup days were organised should the internet fail to work in Antarctica. DiscoverE was the virtual classroom software to be used. This was tested twice prior to the day with the creator of DiscoverE and our school. On the morning of the actual event, testing commenced two hours before hand with global teacher participants, software developers and our school. Google video chat is an alternative to skype when skype falters.
- Be prepared to give and take, keep a sense of humour going.
- Familiarize yourself with timezones, days of the week in different hemispheres, festivals, school terms, school holidays and any other possible interruptions. Be flexible.
- Update parents and school leadership constantly. Keep them in the loop and encourage their participation.
- Attend the online sessions for the annual global education conference, or listen to the 2011 recordings of sessions, attend classroom2.0 LIVE or Australia Series webinars.
- Build a global twitter network, follow the hashtags #globaled #globalclassroom
- Share your experiences with the world – on a blog, a wiki, twitter, google+ etc
Global education and making connections in either synchronous or asynchronous time, can be fun, engaging and exciting but most of all enables powerful learning. Do not hesitate, jump in and learn with the world!