Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Student Activism: Inspiring Action Through Stories of Change and Global Collaboration Projects

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Explore and create : Creation lab

Dr. Jennifer Williams  
Looking for ways to inspire your students to become instruments of positive change as storytellers and global citizens? Join Dr. Jennifer Williams, author of "Teach Boldly: Using Edtech for Social Good," for this inspired session to discover how to fuel the collaborative classroom and empower students to take action.

Audience: Principals/head teachers, Teachers, Coaches
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac
Tablet: Android, iOS, Windows
Topic: Student agency, choice & voice
Grade level: PK-12
Subject area: Social studies, STEM/STEAM
ISTE Standards: For Students:
Global Collaborator
  • Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
For Educators:
  • Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
For Education Leaders:
Equity and Citizenship Advocate
  • Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

As opposed to passive participants in society, today’s students are ready to design, dream, and MAKE the future! This session will support educators ready to activate positive change in teaching and learning through innovative practices, meaningful use of technology, and global collaboration and empower student activism in the classroom. With inspiration of Presence, Purpose, and Perspective from stories of real-world PeaceMAKERS in education, participants are invited to be actively engage and to create ready-to-go action plans for themselves as educators, for classroom communities, and for global communities.

Models/pedagogies/learning theories addressed
• Constructivism and social constructivism (Dewey, Montessori)
• Human-Centered Design (Kelley)
• Communities of Practice (Wenger)
• Social learning theory: motivation and self-efficacy (Bandura)
• Portraiture qualitative research (Lawrence-Lightfoot)

Topics for exploration:
• Social good
• Student advocacy and activism
• Storytelling
• Digital citizenship
• Global collaboration
• Design thinking and human-centered learning space design
• Power of feedback and reflection

Standards of Practice, alignment, and competencies
• ISTE Standards for Student
• ISTE Standards for Educators
• ISTE Standards for Education Leaders
• United Nations Sustainable Development Goals
• Program for International Student Assessment (PISA) Global Competencies
• Collaborative for Academic, Social, and Emotional Learning (CASEL) Standards

• My Name, My Identity
• Adobe Spark
• Nearpod
• Empatico
• Rock Your World
• World's Largest Lesson
• Human-centered design (dot voting, card sort, entry tickets)
• TED Talks, podcasting, blogging, social media
• Goals Project, Climate Action Project, TeachSDGs


Presenter will use an interactive, multimedia presentation to engage audience members. Open discussion will further encourage attendee participation through sharing, dialogue, and exploration of topics. Weblinks, digital graphics, and video will be used to model concepts. New digital technologies that allow educators to connect and collaborate will be demonstrated and then attendees will be invited to participate in discussion, inquiry, and discovery of practice and perspective.

10 minutes: greeting and introduction
20 minutes: instructional design framework and standards of practice
30 minutes: top practices and tools
10 minutes: in action--examples of projects and programs
20 minute: build your action plan and conclusion

Supporting research

Asia Society, & OECD (2018). Teaching for global competence in a rapidly changing world. Retrieved from: /education/teaching-global-competence-rapidly-changing-world
B Lab (2018). Certified B-corporation. Retrieved from
Bugaj, S. V. (2013). Pixar’s 22 rules of story (that aren’t really Pixar’s): Analyzed. eBook. Retrieved from: e7361c5/1384057461885/Pixar22RulesAnalyzed_Bugaj.pdf
Burns, M., & Forta, B. (2018). 40 ways to inject creativity into your classroom with Adobe Spark. Irvine, CA: EdtechTeam Press.
Christensen, K. et al. (2009). Ageing populations: The challenges ahead. The Lancet, 374(9696), 1196-1208.
Coats, E. (2011). Tweets. Retrieved from:
Cooley, M. (1980) Architect or bee? The human price of technology. London, U.K.: The Hogarth Press.
Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.
EEOC (2018). Diversity in high tech. U.S. Government. Retrieved from:
Fleming, L. (2018). The kickstart guide to making GREAT makerspaces. Thousand Oaks: CA: Corwin.
Fleming, L. (2015). World of making: Best practices for establishing a makerspace for your school. Thousand Oaks, CA: Corwin.
Gaztambide-Fernández, R., Cairns, K., Kawashima, Y., Menna, L., & Vander-Dussen, E. (2011). Portraiture as pedagogy: Learning research through the exploration of context and methodology. International Journal of Education & the Arts, 12(4), 30-59.
Google (2018). Google diversity annual report. Retrieved from: /annual-report/
Google (2017). Making progress on diversity and inclusion. Retrieved from: /outreach-initiatives/diversity/making-progress-diversity-and-inclusion/
Hackman, D. G. (2010). Using portraiture in educational leadership research. International Journal of Leadership in Education: Theory and Practice, 15(1), 51-60.
Helliwell, J., Layard, R., & Sachs, J. (2019). World happiness report 2019. New York: United Nations Sustainable Development Solutions Network. Retrieved from: http://worldhappiness .report/ed/2019/
Hernandez, M. (2018, December). Personal interview.
IDEO (2015). The field guide to human-centered design. Canada: IDEO.
International Literacy Association (2018). Literacy glossary. Retrieved from: https://www
International Organization for Standardization (2009). Ergonomics of human system interaction -- Part 210: Human-centered design for interactive systems. Retrieved from:
International Society for Technology in Education (ISTE) (2019). ISTE Standards. Retrieved from:
Khan, S. (2013). The one world schoolhouse: Education reimagined. New York, NY: Twelve.
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
Kurani (2018). Google Code Next lab. Retrieved from:
Lee, A. (2013, November). Welcome to the unicorn club: Learning from billion-dollar startups. TechCrunch. Retrieved from:
Lawrence-Lightfoot, S. (1983). The good high-school: Portraits of character and culture. New York, NY: Basic Books.
Lawrence-Lightfoot, S., & Davis, J. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.
McNair, A. (2017). Genius hour: Passion projects that ignite innovation and student inquiry. Waco, TX: Prufrock Press.
Mor Barak, M. (2018). The practice and science of social good: Next generation paths for social change. Research on Social Work Practice, 28(6), 762.
National Council of Nonprofits (2018). What is a “nonprofit?” Retrieved from:
OECD (2018). Education at a glance 2018: OECD indicators. Paris, France: OECD Publishing. Retrieved from:
Ohno, T. (1988). Toyota production system: Beyond large-scale production. Portland, OR: Productivity, Inc.
Thompson, D. (2017, November). Google X and the science of radical creativity. The Atlantic. Retrieved from: /x-google-moonshot-factory/540648/
United States Bureau of Labor Statistics (2019). Retrieved from:
United States Department of Education (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan Update. Washington, D.C.: Office of Education Technology.
Vodafone (2018). Girls and mobile. Retrieved from: /foundation/girlsandmobile.html
Ultanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195-212.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

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Dr. Jennifer Williams, Take Action Global

Dr. Jennifer Williams has dedicated herself for 25 years to the field of education through her roles as an education activist, professor, school administrator, literacy specialist, and classroom teacher. As an educator and author of the ISTE book, Teach Boldly: Using Edtech for Social Good, she champions teachers to use educational technology purposefully for the planet and its people​. She is a professor at Saint Leo University and the co-founder of TeachSDGs and the non-profit organization Take Action Global. Connect with Jennifer on Twitter at @JenWilliamsEdu and at

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