5 Top Trends in Student Activism: Taking Action as Global Collaborators

Purpose & objective

The presenter will share alignments of the ISTE Standards to instructional practices as outlined in her ISTE book Teach Boldly: Using Edtech for Social Good, connecting to ISTE Standards for Educators and ISTE Standards for Students.

Innovative Designer: Session participants will explore ways students can intentionally use the design process to generate ideas and possible solutions to a relevant problem, select technology tools and resources to support progress, and work from phases of inspiration to ideation to implementation as Innovative Designers. I

Knowledge Constructor: Session participants will discover ways to support students as Knowledge Constructors in their effective use of data-driven research and in their roles as critical consumers of information and resources during the process of creating connections in the learning process.

Designer. Participants will engage in a process of critical inquiry during the course of the session to examine ways they can use technology, innovative instructional practices, and the design process to personalize learning for students.

Models/programs to be shared include:
1. Education for Sustainable Development (and UN Global Goals)
2. Human-centered design
3. Asset Based Community Development
4. Social good global collaboration projects, including the Climate Action Project and the Goals Project
5. Community education programs, including Project Kakuma (Kakuma Refugee Camp, Kenya)
6. Environmental literacy, climate education, service learning
7. EarthProject app and Climate Action Booklist for Classrooms
8. Digital badging and credentialing

Evidence of success will be indicated through creation of a digital toolkit for implementation in the classroom.

Outline

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.

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

Supporting research

Asia Society, & OECD (2018). Teaching for global competence in a rapidly changing world. http://dx.doi.org/10.1787/9789264289024-en Retrieved from: https://asiasociety.org /education/teaching-global-competence-rapidly-changing-world
B Lab (2018). Certified B-corporation. Retrieved from https://bcorporation.net
Bugaj, S. V. (2013). Pixar’s 22 rules of story (that aren’t really Pixar’s): Analyzed. eBook. Retrieved from: static1.squarespace.com/static/52675998e4b07faca3f636a5/t/527f0a75e4b012bf9 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. doi.org/10.1016/S0140-6736(09)61460-4
Coats, E. (2011). Tweets. Retrieved from: https://twitter.com/lawnrocket
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: https://www.eeoc.gov
/eeoc/statistics/reports/hightech/
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: https://diversity.google /annual-report/
Google (2017). Making progress on diversity and inclusion. Retrieved from: https://blog.google /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 .literacyworldwide.org/get-resources/literacy-glossary
International Organization for Standardization (2009). Ergonomics of human system interaction -- Part 210: Human-centered design for interactive systems. Retrieved from: http://www.iso.org/standard/52075.html
International Society for Technology in Education (ISTE) (2019). ISTE Standards. Retrieved from: https://www.iste.org/standards
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: https://kurani.us/google-code-next-lab/
Lee, A. (2013, November). Welcome to the unicorn club: Learning from billion-dollar startups. TechCrunch. Retrieved from: techcrunch.com/2013/11/02/welcome-to-the-unicorn-club/
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: councilofnonprofits.org
OECD (2018). Education at a glance 2018: OECD indicators. Paris, France: OECD Publishing. Retrieved from: https://doi.org/10.1787/eag-2018-en.
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: https://www.theatlantic.com/magazine/archive/2017/11 /x-google-moonshot-factory/540648/
United States Bureau of Labor Statistics (2019). Retrieved from: https://www.bls.gov/home.htm
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: https://www.vodafone.com/content /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.