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Decolonizing Classrooms Through Global Collaboration

Participate and share

Participate and share : Poster

Tuesday, June 25, 4:00–6:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 48

Sarah Flynn   Terrance Godwaldt   Lindsay Rankin  
Learn how to integrate traditional indigenous ways of knowing in your classes. From introducing protocol to talking about power and privilege, this session equips teachers to see their classes as places and spaces to build reconciliation. Classes will interact with elders, knowledge keepers and chiefs from all around the world.

Audience: Curriculum/district specialists, Teachers, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Focus: Digital age teaching & learning
Topic: Project-, problem- and challenge-based learning
Grade level: 9-12
Subject area: Social studies, Science
ISTE Standards: For Students:
Creative Communicator
  • Students publish or present content that customizes the message and medium for their intended audiences.
Global Collaborator
  • Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Proposal summary

Purpose & objective

Using our Global Encounters program (a joint program of TakingITGlobal and The Centre for Global Education) as a model along with our Global Dialogues we are able to incorporate online tools, resources, and video collaboration (ie. video conferencing, virtual field trips, etc.) as means to connect classes with elders, knowledge keepers, and chiefs from all around the world. Students and educators will gain a deeper understanding of Indigenous cultures, protocol pressing global issues, from climate change to social inequities, encompassing the Sustainable Development Goals (SDGs), from an Indigenous focal point.

Educators will learn how to involve their classes and expand their networks, including:
- Preparing for video conferences by going through the curriculum, which is housed in a safe, interactive, and content-rich TakingITGlobal virtual classroom, to learn about relevant issues and topics ahead of time;
- Connecting with other classrooms online ahead of each video conference to learn together and get to know one another;
- Participating in the video conference using Zoom and Cisco technology that connects participating students to hear from engaging keynote speakers and share questions, ideas, and reflections in real time.

Educators can also explore the program website and engage with a team member to learn about upcoming events, register for video conferences, sign up for the mailing list, watch archived events, and get more familiar with the virtual classroom platform used for pre-event engagement.


Educators will be invited to browse the #Decarbonize #Decolonize website (http://decarbonize.me) and learn the scale of our available programs, how they work, and how get started. Registration for upcoming video conferences and for our mailing list will also be explored. (30 mins)

They will also be able to explore archived virtual classrooms used for past events to see what tools are available in these online learning spaces and how they are used by participating students, teachers, and mentors ahead of each event. (30 mins)

In order to get a tangible sense of the format and content of Global Encounters video conferences, visitors will also be able to watch recordings of past events and read testimonials from participating teachers and students. (30 mins)

Supporting research

Apple. (2008). Challenge Based Learning: Take action and make a difference. http://images.apple.com/education/docs/Apple-ChallengedBasedLearning.pdf
Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83. (http://www.springerlink.com/content/l7u465201uh04725/)
Davis, V. and Lindsday, J. (2011) Flattening Classroom, Engaging Minds: Move to Global Collaboration One Step at a Time (TakingITGlobal featured, Chapter 10). http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-Collaboration/dp/0132610353/ref=sr_1_1?ie=UTF8&qid=1343323504&sr=8-1&keywords=flattening+classrooms+engaging+minds
Dhingra, R. (2012). Can Technology Change Education? Yes! TEDxBend. http://www.youtube.com/watch?v=l0s_M6xKxNc
Furdyk, M. (2012). “Informal Learning for a Better World” (blog post, Getting Smart): http://gettingsmart.com/blog/2012/06/informal-learning-better-world/
Gatto, K., Hassan, S., and Walraven, K. (2012). The TIGed Program: A Model for Taking Classrooms Global. Classroom 2.0 Book Project: http://www.scribd.com/doc/100899687/Sara-Hassan-Kate-Gatto-and-Katherine-Walraven-TIGed
Geer, R., and Sweeny, T. (2012). Students’ Voices About Learning With Technology. Journal of Social Sciences 8(2). http://www.google.com/url?q=http%3A%2F%2Fthescipub.com%2Fpdf%2F10.3844%2Fjssp.2012.294.303&sa=D&sntz=1&usg=AFQjCNFfCGL13Gg0B1cKGGK9bgbgwyg11w
ISTE NETS for Teachers: http://www.iste.org/standards/nets-for-teachers.aspx
Klein, J.D. (2012). Taking Your Schoolhouse Global. NSSSA The Leader, 26(1). https://www.box.com/s/da5fbb22f8a5fe9b620c
Klein, J.D. (2012) Fostering Global Grit. Independent School, Summer(2012). https://www.box.com/s/f4f289027814612e10ea
Klein, J.D. (2011) Giving the World a Face: The Humanizing of Global Education. NSSSA The Leader, Spring(2011). http://www.4shared.com/document/SXgbmqR6/NSSSA_Leader_2011.html
Klein, J.D. (2012). Taking Your Schoolhouse Global: The Role of Professional Development in Shifting School Culture. Classroom 2.0 Book Project: http://www.scribd.com/doc/100215788/Jennifer-Klein-Taking-Your-Schoolhouse-Global
McCombs, G. B., Ufnar, J. A., & Shepherd, V. L. (2007). The Virtual Scientist: Connecting University Scientists to the K-12 Classroom through Videoconferencing. Advances in Physiology Education, 31(1), 62-66: http://advan.physiology.org/content/31/1/62.full
Ministry of Education, Alberta, Canada. (2012). Making Global Connections: video featuring Global Encounters: http://education.alberta.ca/videos/stb/5We%20Encourage%20QE.mov
O’Hanlon, C. (2007). If you can't beat 'em, join 'em. THE Journal: Transforming Education Through Technology http://thejournal.com/articles/2007/08/01/if-you-cant-beat-em-join-em.aspx
Pearce, S. (2012). Technology Enhancing Education: Bradford Students Go Global. (Featuring Global Encounters). Simcoe.com: http://www.simcoe.com/news/article/1321987--technology-enhancing-education
Salcito, A. (February, 2012). Daily Edventures, featuring TakingITGlobal co-founder, Michael Furdyk: http://dailyedventures.com/index.php/2012/02/14/behind-every-great-person-is-a-great-teacher-canada/
Sweeney, M. (2007). The use of videoconferencing techniques which support constructivism in K–12 education. Ed.D. dissertation, University of Massachusetts Lowell, United States — Massachusetts: http://proquest.umi.com/pqdweb?index=0&did=1331418151&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1199370880&cfc=1
Ward Melville Heritage Organization. (2002). Videoconferencing exposes students to new worlds. T.H.E. (Technological Horizons in Education) Journal, 29(8). (http://thejournal.com/articles/2002/03/01/videoconferencing-exposes-students-to-new-worlds.aspx)
TakingITGlobal. (2007). Making The Connection: Best Practices in Global Education and Collaborative Technologies: http://www.tigweb.org/tiged/bp/
The Teacher’s Blog. (February, 2009). The World Is Flat: TakingITGlobal: http://blogs.msdn.com/b/teachers/archive/2009/02/17/the-world-is-flat-taking-it-global.aspx

More [+]


Sarah Flynn, Centre for Global Education

Sarah Flynn is the Program Director for the Centre for Global Education. She has a BSc in Molecular Genetics, an MA in Sociology, and is currently completing a PhD in Sociology at the University of Alberta. Sarah has worked in both biomedical and clinical research with the Department of Ophthalmology, Faculty of Medicine and Dentistry, and was formerly the Assistant Director of the Institute for Sexual Minority Studies and Services, Faculty of Education, University of Alberta. Sarah has been a sessional instructor at multiple post-secondary institutions and has a number of peer reviewed publications in her cv.

Terrance Godwaldt, The Centre for Global Education
Lindsay Rankin, TakingItGlobal

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