Snapshot 217D, 1 of 2: Future Friendly Schools: Taking Your District Global!

Location: Room 217D, Table 1

Listen and learn

[Listen and learn : Snapshot]

Tuesday, June 27, 3:15–4:15 pm
Location: Room 217D, Table 1

Michael Furdyk  
Future Friendly Schools leverage the immersive use of technology and project-based learning to foster global citizenship, environmental stewardship and student voice. We'll share highlights from the program, how the addition of social innovation as a focus is driving student engagement and how your district can get involved!

Skill level: Beginner
Attendee devices: Devices not needed
Focus: Leadership
Topic: Educational policy and leadership
Grade level: PK-12
Subject area: Social studies
ISTE Standards: Administrators : Visionary leadership
Additional detail: Session recorded for video-on-demand, Session will be simulcast live, Leadership strand session, Young Educator strand session

Digital tote resources

Proposal summary

Purpose & objective

Today's global challenges require that youth develop global awareness, environmental responsibility, and take on critical leadership roles. For schools to be future friendly, each of these areas must occupy a critical space in the classroom, and the use of technology is essential in this process.

This snapshot presentation will focus on the important topics of global citizenship, environmental stewardship, and student voice. Attendees will learn how to measure and deepen values and behaviours in these areas within their classrooms, schools, and communities. Participants will explore how to pioneer change and demonstrate leadership for a brighter future, and hear inspiring stories about schools leading the charge globally.


Discussion of the concept of future-friendly schools - what does it mean for a school to be future friendly? A teacher to be future friendly? A student to be future friendly? (6 minutes)

Pillar #1: Global citizenship (8 minutes)
- Why is this important?
- Examples of future-friendly schools in this area
- What can our schools do to be better?
Pillar #2: Student voice (8 minutes)
- Why is this important?
- Examples of future-friendly schools in this area
- What can our schools do to be better?
- Pillar #3: Environmental stewardship (8 minutes)
- Why is this important?
- Examples of future-friendly schools in this area
- What can our schools do to be better?

Supporting research

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Bridgeland, John M., John J. DiIulio, Jr., and Karen Burke Morison. The Silent Epi- demic: Perspectives of High School Dropouts. A report from Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation, 2006. 06FINAL.pdf.
Coyle, Kevin. Environmental Literacy in America: What Ten Years of NEETF/Roper Research and Related Studies Say About Environmental Literacy in the U.S. Washington, DC: The National Environmental Education and Training Foundation, 2005.
Dixon, Bruce. 21 Steps to 21st Century Learning. The Anytime, Anywhere Learning Foundation, 2011.
Dunleavey, Jodene (Canadian Education Association) and J. Douglas Willms (Cana- dian Research Institute for Social Policy, University of New Brunswick). Are Canadi- an Students Engaged? 2011. wdydist-infographic.pdf.
Gallagher, S.A., Stepien, W.J., Rosenthal, H. The effects of problem-based learning on problem solving. Gifted Child Quarterly, 1992. 36, 195-200.
Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 2008. 45(8), 922-939.
Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. Chal- lenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium, 2009.
Karsenti, Thierry and Simon Collin. Benefits and Challenges of Using Laptops in Primary and Secondary School: An Investigation at the Eastern Townships School Board. Montreal, QC: Le Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2011.
Lynch, S., Kuipers, JU., Pyke, C., & Szesze, M. Examining the effects of a highly rat- ed science curriculum unit on diverse students: Results from a planning grant. Journal of Research in Science Teaching, 2005. 42, 921-946.
National Environmental Education and Training Foundation. Environment-based Education: Creating High Performance Schools and Students. Washington, DC: The National Environmental Education and Training Foundation, 2000.
Future Friendly Schools 19
Partnership for 21st Century Skills. Learning for the 21st Century. 2003.
Quaglia Institute for Student Aspirations. My Voice National Student Report (Grades 6-12) 2011. Portland, ME: Quaglia Institute for Student Aspirations, 2012. 12)2011.pdf
Railsback, J. Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory, 2002.
Roach, John. “Young Americans Geographically Illiterate, Survey Suggests.” National Geographic News. May 2, 2006.
SRI International. Silicon valley challenge 2000: Year 4 Report. San Jose, CA: Joint Venture, Silicon Valley Network, January 2000.
Stewart, Vivien. “Becoming Citizens of the World.” Educational Leadership 64, no. 7 (2007): 7-14. leadership/apr07/vol64/num07/Becoming-Citizens-of-the-World.aspx
Thomas, J.W. A review of research on project-based learning. San Rafael, CA: Auto- desk, 2000.
Usher, A., & Kober, N. Student Motivation - An Overlooked Piece of School Re- form. Washington, D.C.: Center on Education Policy, 2012. http://www.cep-
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Michael Furdyk, TakingITGlobal

learning starts here

San Antonio

June 25-28, 2017

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