global collaboration | Margaret A. Powers

Tag Archives: global collaboration

Looking to be a Change Agent? Find Your Community.

Posted on April 5, 2012 | 1 comment

A "Collective Picture of Progress" created by people who drew a picture of themselves creating social change.

Creating change is hard.

Convincing people, especially those in power, that the change you are making is meaningful and beneficial, can be even harder.

On a daily basis, I work to bridge three different disciplines: early childhood education, global education, and educational technology. While I see clear intersections and connections between these three fields, I have come to understand that not everyone feels similarly. In fact, at points I have encountered strong opposition to merging any two of those fields together (e.g., early childhood and educational technology or global education and educational technology), let alone all three. I have heard comments that educational technologies, even when used in developmentally appropriate ways, do not belong in the classroom because young children cannot understand them and should be focused on basic skills instead. I have been told that digital formats are not as valid for presenting academic and professional resources and that young children do not need to be socializing or engaging with world citizens (through technology) because that can come later in life.

Given my Reggio-inspired, global lens to (early childhood) education, many of these comments concern me. I believe even very young children are capable of meaningful and deep reflection that can then be expressed in various mediums, including technology. I also feel that our world is becomingly increasingly connected across the globe and therefore it is advisable that as educators we expose young children to different cultures and ways of thinking about the world and provide opportunities for them to connect with other world citizens. And clearly, given the recent launch of my new website for early childhood educators, I believe that digital mediums can be a meaningful and practical way to present resources and ideas in an open and collaborative format.

These beliefs motivate me to continue to push the existing boundaries of the three fields I am passionate about and to work to join them together. Yet, in the face of opposition, I can at times become discouraged or overwhelmed. This is why I feel privileged to be part of such a supportive and amazing community, the education community. These people, whether we interact face-to-face or online, support my interests in #globalearlyedtech (and yes, I believe that’s the trifecta of hashtags!) and they provide encouragement when others discourage or question my work. They were the people who responded via LinkedIn, Twitter, email, and word-of-mouth when I reached out asking for people to take and share a survey for my master’s Capstone research. They were the people who reviewed my website, providing comments, suggestions, edits, and ideas. They are the people I know I can turn to when I want to brainstorm or make meaning of an educational concept and they push me to think more deeply, questioning existing practices so I can create innovative products.

This is a community that will provide encouragement and celebrate with me when I engage in educational projects:

@hechternacht tweeted: @donnaroman @SherriWyllie @iEARNUSA Definitely an incredible #ece resource!! Congratulations to @mpowers3 #kinderchat

It’s a community that will remind me to persevere when it seems impossible to create the change I’m hoping for by integrating #globalearlyedtech into the philosophies that educator’s and academic’s believe and teach:

@Matt_Gomez tweeted: @mpowers3 reach others slowly, by never giving up and sharing the value. You never know what will be the tool/idea that works #ecetechchat

It’s a community that helps me to build new connections and reach out to new organizations so that I can share and learn with them:

@iEARNUSA tweeted: @ConnectStateGov #FF to @mpowers3 for new #ECE #GlobalEd resource site: bit.ly/H4I9xp #Exchange20

As @VickiEhlers tweeted “Share, share, share. And acknowledge the value of the what has been shared in a public way. Nurture relationships first! #ecetechchat“

The relationships I have formed with the education community, a group I define as collaborative, inspiring, supportive, thought-provoking, and dedicated, provide the mental and emotional energy I need to create change. I have been inspired and honored by how many people have reached out to me through my new website and I cannot wait to collaborate and share with them, to learn from their ideas, and to build new meaningful relationships as I continue to expand my connections to the education community. I hope you’ll join me there!

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Posted in Reflections

Tagged #EarlyEd, #ecetechchat, #edtech, #globalearlyedtech, #kinderchat, change, change agent, Child, community, Early childhood education, Early childhood educator, education, Educational technology, global collaboration, LinkedIn, support, technology, Twitter

Reflecting on Technology as a Global Learning Tool

Posted on March 20, 2012 | 3 comments

It’s been about two weeks since I taught my first graduate course at American University, entitled Technology as a Global Learning Tool (or as you might have seen on Twitter, #T4GL12). I wanted to wait a little while before writing a post about teaching the course to give myself some time to reflect and review all of the learning that occurred.

The stated learning objectives for the course were as follows:

Skill — To practice new technology skills and use new technology tools (e.g., Tweeting, Voicethread)
Skill — To build a collaborative online workspace to serve as an ongoing resource (i.e., wikipage)
Skill — To engage in dialogue with other educators and trainers around the globe
Skill — To begin building or further enhancing a virtual, personal learning network (PLN)
Knowledge — To examine how to use a PLN and related technology tools to connect your students/clients to other students/clients around the globe
Knowledge — To identify ways you currently do and could globalize your classroom/organization/trainings
Knowledge — To build a wider repertoire of technology tools and strategies to globalize your classroom/organization/trainings
Attitude — To expand your willingness and interest in using technology for global collaboration
Attitude — To develop a sense of community with other members of the skills institute
Attitude — To be empowered to use new technology tools and skills in innovative ways

I am happy to say that I think each of these goals was achieved during the course and further developed in our online spaces (Wikispace, Twitter) after the course ended. I was a bit concerned about how easy it would be to establish a course community in such a short time span (the class was taught in an intensive two-day workshop-style design). Luckily, participants were willing to open up and engage with one another and I think some of the course activities helped to facilitate the connections that were made. For example, we used a shared MindMeister to map each of our existing PLNs and then took time to use the connector tool to make connections within and between our PLNs to visualize how we are all connected and can help one another network.

Throughout the course, I asked students to be active in editing and adding to various pages in our wikispace with the hope that it could become a collaborative, community resource. It was exciting to see students learn this new tool and apply their new knowledge so quickly. I felt like they really took ownership of the space, especially as they returned after the course to post their final reflection projects.

We covered numerous different web 2.0 tools, such as Lino, Pinterest, and Prezi but we also took time to talk about sustainability and ways to overcome existing and future barriers to their ongoing tech learning. I think this was a valuable part of the course because it allowed everyone time and space to step back from the tools themselves and reflect on the specific steps they could take to integrate these tools into their organizations and classrooms. The concreteness of this activity seemed to really facilitate students’ understanding and was named as something the students appreciated in light of the almost overwhelming amount of new tools they had been exposed to in the course.

One surprising result to me was the popularity of Voicethread. I had imagined that various students would be taken with or attracted to different tools depending on their professional context (e.g., nonprofit, classroom) and learning styles but a majority of students all ended up focusing on Voicethread for their final reflections (in addition to citing Twitter as a new favorite). I wonder if the multiplicity of applications and various modalities it allows for (e.g., video, picture, audio and text comments) are what make it such an appealing tool. I think students appreciated that whether they were planning to work in study abroad/exchange, create global learning in their K12 classrooms, or work globally through their nonprofits, they could use this tool to communicate and collaborate.

As a teacher, it was truly exciting to see students begin to engage with Twitter through our course hashtag and to see them start to explore many of the new tools we discussed, creating step-by-step plans for how they would implement them in their professional lives. It was also great to have students share their own resources using these tools (e.g., sending out a symbaloo of websites they currently use for homework the first night) so that I could also learn from them and be exposed to resources they were aware of that I might not know.

We also documented our learning throughout the course on a page of our wiki. Some of the things that were recorded included:

How to create a new wiki page
How to create a personalized Google Map
I sent a tweet!
How to grow your PLN using Twitter
Voicethread connects people on a more personal level – more genuine
How to create a professional presence and how to cross-pollinate all of your interests
Process for setting up a sustainable global project
Creation of mini-teams/groups for support and guidance

As one student said, “I learned so much in this class, mostly about trying new things and thinking about how to use technology in ways I had never really thought of before.”

I too learned a great deal through the course. In addition to gaining more experience with course design and implementation, I learned more about what works best in introducing new technologies to different audiences. I was reminded of how important “play time” is when exploring new tech tools and when I showed some technologies being used for global collaboration projects, the value of relevant, meaningful examples was reinforced. It was amazing to have an opportunity to work with this great group of students in thinking through ways technology can be used as a global learning tool. Through students’ final reflection projects, I was able to observe their learning in-action and students were able to demonstrate their growth in tech knowledge, skills, and comfort. I hope they all now feel better prepared to explore how technology can be used in meaningful and relevant ways for global learning and collaboration in diverse professional contexts.