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Academic Writing Lab: International Project

Participate and share

Participate and share : Poster


Sunday, November 29, 12:30–1:30 pm PST (Pacific Standard Time)

Bilge Yildiz  
Rashid Aliyev  
Hamid Elmyar  
Dr. Melda Yildiz  

Learn about global collaboration among graduate students and teachers in Azerbaijan, Turkmenistan and the U.S. Participants completed the 10-week online academic writing lab while coaching and mentoring each other, writing research papers, manuscipts, blogs, as well as developing a multilingual app that promotes world literature, history and culture.

Audience: Teacher education/higher ed faculty, Professional developers, Technology coordinators/facilitators
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Resources will be provided on a website that can be accessed in every platform.
Topic: Global collaboration
Grade level: Community college/university
Subject area: Language arts, STEM/STEAM
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.
Digital Age Learning Environments
  • Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
Digital Citizenship
  • Model and promote diversity, cultural understanding and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents and the larger community.
Additional detail: Student presentation

Proposal summary

Purpose & objective

The purpose of our presentation is to share resources and strategies that can be used to develop global competencies and 21st century skills among graduate students in Azerbaijan, Turkmenistan, and the USA with limited technologies and equipment. The theme and entry point for this collaborative and trandisciplinary project is Academic Writing Lab; activities encompass multiple content area knowledge and skills (ex. geography, math, science, etc.), reading and language arts (ex. storytelling, news reporting, poetry). It provides authentic purposes for mobile technology use in the field (for data collection, recording observations, capturing images and video, etc.), and provides natural opportunities for inquiry and problem-solving. Our focus on the pedagogical approaches of transdisciplinary, universally-designed, global curriculum may be applied across learning contexts, grade levels and content areas and with various technology tools and devices. The project explored a wide range of meanings associated with computational thinking and global education among graduate students; the impact of educational technology in improving academic writing skills; and ways in which integrating new media and technologies into teacher education. The purpose of this project was to meaningfully integrate global competencies into “Academic Writing Lab” as a means of further developing their 21st-century skills and to develop creative strategies and possibilities of teaching new literacies with limited resources and equipment. Our goal was to: a) To present the role of new technologies in order to argue the challenges and advantages of app development in K-20 curriculum across content area s (i.e. math, geography, cultural studies); b) To introduce computational thinking and academic writing skills across content areas in developing multiple literacies (i.e information, technology, geography, media literacy): c) to demonstrate creative strategies and possibilities for engaging K-20 students in meaningful literacy activities while incorporating multimedia and digital storytelling.

Supporting research

Dweck, C. S. (2007). Mindset: The new psychology of success. New York, NY: Random House. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA : CAST Professional Publishing. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6). Partnership for 21st century learning (P21). (2014). Framework for state action on global education. Retrieved from http://www.p21.org/storage/documents/Global_Education/P21_State_Framework_on_Global_Education_New_Logo.pdf Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Rose, D. H., Meyer, A., & Hitchcock, C. (Eds.). (2005). The universally designed classroom accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press. Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press. Tye, B. B. & Tye, K. A. (1992). Global Education: A study of school change. Albany, NY: State University of New York Press. UNESCO. (2013). Global Media Literacy Assessment Framework : Country Readiness and Competencies. Retrieved from http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/unesco-global-mil-assessment-framework/ UNESCO. (2011). Media and Information Literacy (MIL) Curriculum for Teachers. Retrieved from http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-curriculum-for-teachers/

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