Research

A Project Grounded in Research

Making certain that the Global Citizen project was firmly grounded in research and addressed several keystones for successful technology integration and adoption in education was critical. The project leaders aimed to generate conditions for effective technology adoption by ensuring that the technology aligned with curriculum; technical infrastructure and supports were available; the organization evoked visionary and supportive leadership; and teachers were publicly and privately recognized for their efforts (Staples, Pugagh & Himes, 2005). The project leaders recognized that ongoing, embedded professional development and mentorship, coupled with a commitment to lifelong learning would also be critical factors for effective, sustained technology integration (Bever Goodvin & Gibson, 2008; Britto, 2010; Cennamo, Ross & Ertmer, 2010; Cofino, 2010; Gentry, Denton & Kurz, 2008). Additionally, to address these keystones, the project leaders wanted to ensure that the project was endorsed by senior administration, was collaborative in nature, and had built in opportunities for mentorship among colleagues.

Educational leaders are tasked with not only utilizing technology, but also modeling and communicating its effective use in and out of the classroom. Ertmer and Ottenbreit-Leftwich (2010) assert that “effective teaching requires effective technology use” (p. 256) and it is no longer acceptable to meet the needs of the 21st-century learner without using technology in a pedagogically sound way. Ubiquitous technologies foster innovation and provide today’s learners with unprecedented opportunities to construct and share knowledge, explore real-world problems in authentic contexts (Alberta Learning, 2004), and access information and resources through multiple representations such as podcasts, videos, and print.

Preparing 21st century learners to be successful involves the development of traditional literacies (reading, writing, speaking) and multiple literacies described by Lemke (2002) as:
 * Visual literacy - creating, deciphering, and expressing ideas in charts, images, video, icons and graphics;
 * Technological literacy - competent use of applications, networks and computers;
 * Information literacy- the ability to locate, analyze and utilize information appropriately;
 * Global literacy - awareness and understanding of interrelationships across the globe; and
 * Cultural literacy - awareness and appreciation for diverse cultures and people.

Furthermore, students must develop a variety of skills such “… as computer and technology skills, critical thinking and problem solving, teamwork and collaboration, ethics and responsibility, and global awareness” (Prensky, 2008, p. 4).

The recent use of the Internet and social media to promote social change, bring injustices to light, and promote political action creates a context for examining global citizenship. Banerjee (2010) suggests that “[t]eachers can increase their teaching effectiveness even further when they choose current events and case studies that illustrate the ethical dilemmas that arise when well-known citizens fail to act honorably” (p. 2157). Thus by showcasing the issue of technology and collaboration within a specific context, the students are afforded a deeper understanding of the complexities of the issue.

Millenial goal 8F, //Make available the benefits of new technologies, especially information and communications// (United Nations, 2000) speaks to the inequity between nations in regards to access to technology and the disadvantage that these nations experience as a consequence. Access to information and the ability to communicate with experts privileges North American students with the ability to make informed decisions; they are not strangled by the biases of censorship. Using the Millennium Development Goals as the framework for studying global citizenship within our project is the catalyst for understanding international issues at a more meaningful level. A miel, McClendon, and Orey (2007) state that “multicultural education provides a foundation by which educators can guide and evaluate collaboration and cooperation among individuals who would not traditionally encounter each other, in an educational setting or otherwise. Internet communication technologies (ICT) provide the tools by which this connection can take place” (p. 169). T echnology can be used to aid communication and collaboration, and teach the students about the freedom of information.