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Edtech Advocacy &
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A Digital Toolkit for Teaching the Sustainable Development Goals

Participate and share

Participate and share : Interactive lecture


Wednesday, June 26, 1:00–2:00 pm
Location: 108AB

Dr. Elizabeth Azukas   Dr. William Gaudelli  
The United Nation's Sustainable Development Goals (SDGs) address global challenges, such as hunger, poverty, education and healthcare. Engaging students in the study of the SDGs provides opportunities to develop active global citizens. We'll introduce you to digital tools you can use to educate students about the SDGs.

Audience: Curriculum/district specialists, Teachers, Library media specialists
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: Online tools, apps and resources
Grade level: 6-12
Subject area: Social studies, Science
ISTE Standards: For Educators:
Citizen
  • Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Proposal summary

Purpose & objective

The Sustainable Development Goals 2015-30 offer a wide range of contents contained in 169 benchmarks and 17 target areas. The utility of the Goals is widespread as all 190+ UN member states have agreed to the benchmarks and yet knowledge of the goals is not pervasive. Teaching the SDGs 15-30 provides an overview of the Goals, the significance of engaging the Goals while exploring digital tools. The course was housed in Canvas and deployed synchronous and a-synchronous modes over an intensive four-week period. The synch and a-synch courses maximized student collaborative space by housing discussion groups, resource-sharing and small/large group conversations. Evidence of deep engagement with the Goals and content areas of global issues manifest in teacher-toolkits collaboratively developed and shared at the conclusion of the course.

Outline

The following outline will be employed in the session:

1. Introduction of Presenters and Course (5 min)
2. Turn-and-talk for participants to share professional situation and reason for attending the session (5 min)
3. Background about the SDG15-30 with interspersed Q and A to illuminate the Goals (10 mins.)
4. Video-viewing of interactive synch session clip and a-synch videos embedded in course with turn-talk for insight generation (10 mins.)
5. Storyboard of the course on display with annotations for audience gallery walk 'through' the course (15 mins)
6. Demonstration of three (3) exemplary teacher toolkits drawn from representative sample of content-areas and age-cohort foci (10 min.)
7. Discussion and conclusion (5 min.)

Supporting research

Gaudelli, W. (2003). World class: Teaching and learning in global times. New York: Routledge.
Gaudelli, W. (2013). Critically theorizing the global. Theory & Research in Social Education, 41(4), 552-565.
Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. New York: Routledge.

Gaudelli, W., & Wylie, S. (2012). Global Education and Issues-centered Education. In S. Totten & D. Pedersen (Eds.), Educating about Social Issues in the 20th and 21st Centuries: A critical annotated bibliography (pp. 293-320). Charlotte, NC: Information Age Publishing.

Goren, H., & Yemini, M. (2016). Global citizenship education in context: Teacher perceptions at an international school and a local Israeli school. Compare: A Journal of Comparative and International Education, 46(5), 832-853.

Hicks, D. (2003). Thirty years of global education: A reminder of key principles and precedents. Educational Review, 55(3), 265–275.

Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The social studies, 92(1), 10-15.

Merryfield, M. M. (1997). Preparing Teachers To Teach Global Perspectives. A Handbook for Teacher Educators. Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-8039-6519-2, $29.95; clothbound: ISBN-0-8039-6518-4, $69.95)..

Myers, J. P. (2006). Rethinking the Social Studies Curriculum in the Context of Globalization: Education for Global Citizenship in the U.S. Theory and Research in Social Education, 34(3), 370-394. doi:10.1080/00933104.2006.10473313

Myers, J. P. (2010). The curriculum of globalization: Considerations for international and global education in the 21st century. Critical global perspectives: Rethinking knowledge about global societies, 103-120.

Parker, W. C., & Camicia, S. P. (2009). Cognitive praxis in today’s “international education”
movement: Intents & affinities. Theory & Research in Social Education, 37(1), 42-74.

Pike, G. (2000). Global education and national identity: In pursuit of meaning. Theory into Practice, 39 (2), 64–73.

Pike, G. & Selby, D. (2001). In the Global Classroom. Toronto: Pippen Publishing.

Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5(3), 179-190.

Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in Ontario schools. Educational Review, 58(1), 41-50.

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Presenters

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Dr. Elizabeth Azukas, East Stroudsburg University of PA
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Dr. William Gaudelli, Lehigh University

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