Listen and learn: Ed talk 
Recorded Session
This PAR promotes media education as a means of deconstructing the myths and misconceptions in P20 classrooms, integrates community mapping and digital storytelling into the curriculum, offers creative suggestions for producing media in the classroom with minimal resources and equipment, and showcases innovative and inclusive projects and best practices for developing critical autonomy, global competency, and 21st century skills in teacher education programs. As transformative education intersects with human rights, a global education framework can be used as a tool for social justice education.
By actively involving students in producing media (e.g. wikis, blogs, digital storytelling), deconstructing textbooks and curricula, and collaborating with educators around the world while researching historical artifacts and stories, and developing community maps through globally connected projects, participants improved their global competencies, identified myths and misconceptions in information, gained alternative points of view on world issues, and renewed interest and commitment to human rights. As they became the producers of their own media, they became informed consumers and citizens of the world.
Audience will be able to explore the role of Artificial Intelligence in Education by exploring educational apps and learning stations. Examples of the stations:
1) This station is the first station to pick up handouts with QR codes, instructions, take a pre-assessment survey, and work with the instructor one on one.
2) Maps, Math, Media: In this station, students are given tasks related to geography. (e.g. GPS) Let’s say you are teaching telling time, this station may include time zone map.
3) Digital Storytelling: Students in this station, may use various software to watch, listen videos and document their learning by developing responding to padlet, flipgrid, edpuzzzle videos, oral history projects, Voicethread projects. They may simply use arts and crafts tools to create their own time telling machine.
4) Universal Design for Learning- UDL station is designed for all students who need adoptive and alterative tools and resources that provides them assistive technologies to support their learning. The text may translate itself using Augmented Reality software AR (e.g. Aurasma, QR code), Virtual reality software allow student to immerse themselves in the virtual world to explore topics in 3D, or a manipulative allow student to touch and feel.
5) Games, Quizzes (e.g. quizlet). In this station, students may play games virtually or in person. They may be encouraged to create their own games or quizzes as well.
6) Multilingual Multicultural Multimedia: Students may be encouraged to develop multimedia projects (powerpoint, prezi, voicetread) in multilingual format. Each topic may be connected to the indigenous roots, multicultural and global perspectives.
7) Graphic Novels, Comics, Animation. Students may be able to read and/or create a graphic novel, watch and/or create an animated video related to the topic.
8) Graphic Organizers: This station encourages students to use visual strategies for active learning. They may use bubble.us. inspiration, CMap tools software to demonstrate their understating of the software.
9) Everybody Moves/ kinesthetics: Students are encouraged to use their five senses in this station. Example: They can be telling time with their arms and body.
10) Celebrate our learning: Last and the most important station is to document, present, showcase their learning, In this station, they take post-assessment survey as well as self, peer assess their projects using rubrics, and checklists as well as receive their exit ticket to complete their learning journey.
Our activities are divided into four sections:
• De-construct: (Read Media) Media Literacy Activities (e.g. deconstructing webpages, news, advertisement, and newspapers; POV (point of view) exercise)
• Research: (Use Media) Information Literacy (Library Skills, researching internet resources, etc.)
• Construct: (Write Media) Media Production (Create an oral history project, video documentary, website, webquest, weblog, and multimedia presentation)
• Action: (Respond Media) Make a difference and take action to educate, inform, and transform teaching and learning.
Participants in the study put together lesson plans and resources on their electronic portfolios. They developed a gallery walk projects such as History of Sugar, Great Depression, and Human Rights for Everybody: Immigration. They outlined list of documentaries, cartoons, infographic, as well as online resources and collaborated with other students around the world to explore their algorithmic injustice projects and provide feedback.
One of the participant used Global Oneness Project for his lesson plans. His lesson is adopted from Recording a Dying Language focusing on the importance of preserving cultures and languages. Since founded in 2006, the Global Oneness Project offers free multicultural stories and accompanying lesson plans for high school and college classrooms. All of their content and resources are available for free with no ads or subscriptions. He used the Endangered Languages map and invited other students around the world to collaborate on Padlet to open the class dialog to global communities.
Seeing is believing!
Participants looked at three different pictures of bears from three different cultures. One is a picture of Yogi Bear from Western cartoon that can be seen as a dog if one has never seen the cartoon before. Another bear picture from North American Natives, a picture of a Tsimshian bear does not look like a bear to most of us. Or a hand drawn picture of a bear, may just be perceived as many lines for someone who has never learned to see the bear picture that way (Mangan, 1981). As in James Mangan (1981) doctoral thesis, Learning through pictures provides interesting examples to illustrate both cultural and cognitive limitations to the ability to understand pictures. Even though, we may be looking at the same image, based on our background knowledge, we may perceive differently. Mangan says “Cultural differences in perception is more subtle and numerous than most educators suspect.” These limitations must be taken into account when designing learning materials not only for rural villagers, but also for our globally connected classrooms.
Slave or Worker
Participants discovered the errors in textbooks. For example, we discussed the use of worker as opposed to word slave is used in a textbook. Holohan (2015) shared the links to video and photo of a textbook page that showed a factual error about slavery. In a chapter on world immigration, McGraw-Hill World Geography textbook wrote: "The Atlantic Slave Trade between the 1500s and 1800s brought millions of workers from Africa to the southern United States to work on agricultural plantations." Teacher candidates were introduced to the work of James Loewen (1995) who wrote a book called: Lies my teacher told me: Everything your American history textbook got wrong.” Most of the students bought the book and reflected in their journals. As one participants said: “This book became the dinner table discussion. I cannot stop talking about it with my family” Another one wrote, “More than the reading material, these research helped me reflect on my own biases and how to develop Pedagogy of Plenty.”
Global Kitchen Project
In one of our GMLE activities, we discussed the healthy eating habits and the conflicting messages on what to eat and how to exercise to stay healthy. There are so many myths and misconceptions in the health industry from foods to drugs. Why does US Department of Agriculture (USDA) introduce the models for healthy eating habits?
I shared with teacher candidates my Global Kitchen Project that I conducted in 2nd and 3rd grade classroom in 2015. In this study, 2nd and 3rd grades compared their families and their weekly food intake with the families in a book called Hungry Planet (Menzel, at al, 2005). They explored the Hungry Planet PhotoEssay . One group was given a task to compare Chad family and American family. Group questioned, “How come in Chad people spend less money and eat healthier than us?” In our final activity, students were asked to draw a healthy meal using the Choose My plate USDA model which comes with a fork and plate with separated lines for fruits, vegetables, grains, proteins, and another circle for dairy. One student drew a picture of a slice of pizza explaining grains, vegetables, and dairy all one slice. The others questioned, “how about a bowl?” “why only fork?”, and “where is chop stick?”
Situated within the context of global media education, this participatory action research (PAR) project aims to advance scientific knowledge of social justice education as a means to promote global media literacy skills in P12 classrooms and attempts to address deep-rooted ideologies to social inequities and misconceptions by creating a space to re- examine current curricula as compared to transformative, collaborative, and inclusive curriculum.
As Umberto Eco (1976) said, “A democratic civilization will save itself only if it makes the language of the image into a stimulus for critical reflection, not an invitation to hypnosis.”
To develop culturally and linguistically responsive pedagogy, teacher candidates investigated the transformative teaching models through the lens of multicultural education, semiotics, and media literacy in the global education context.
Participants enjoyed working on experiential learning activities, creating digital stories and developing interactive projects and also gained media literacy skills. A number of participants said they learned more than the Internet technologies. One participant said, “It was amazing to be part of the participatory research. I signed up to improve my English, but this project gave me much more to think about, more than the content of this workshop. I enjoyed learning new skills, creating historical maps of Turkmenistan and share with the world.” Another one wrote, “More than learning how to use a GPS device, this project allowed me to learn from global communities. I reflected on my own Internet habits, and how to search the web.” They found the online activities and the resources engaging and helpful in understanding the role its unique characteristics.
Another participant said, "Here I was participating in an online chat, if not the most important exchange in my undergraduate career and I had absolutely no information about Azerbaijan. Not having more information I participated in this study with reserved expectations. I decided that I would enter with an open mind and do my best to be engaging and at the same time absorbing as much information as possible. The minute I stepped into the online dialog on that Tuesday, I knew it would be one of, if not my favorite activity, and it turned out my predication was true.
Another student wrote in her online reflection.
Through zoom, we’ve covered a wealth of content that provides important information to future educators. It was great to help translate our subtitles to our videos. I learned how to design a UDL model educational apps focusing on “pedagogy of plenty” versus “pedagogy of poverty”. I will question the myths and misconceptions everyday. I will read between the lines and seek global stories and perspectives. This research project has helped me to pay attention to global perspectives. I shared so much of what I have learned over the past few months with my family and friends and will continue to develop multiple perspectives.
Participants, in addition to creating educational apps integrating maps and media into the curriculum, developed Internet search skills using search engines such as wolfram alpha (2021), focused on deconstructing websites and analyzing wiki entries. Lesson activities and projects were designed by the team using the UDL model to fit the needs of all children (e.g. Special Education, English language Learners). The UDL modules we designed and implemented in our study can be replicable and adoptable in other schools.
Content and activities: P12 teachers and students will present their educational apps and resources based on their response to participatory action research activities.
Time: Presenters will spend 5-10 min to explain the process and provide QR coded handout and demonstrate 10-20 min their educational apps and resources.
Process: Audience will be able to interact with presenters. Presenters will engage the audience by providing handouts with resources and educational apps. Audience will have a chance to ask questions and explore the apps.
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