looking forward to the opportunity to continue her studies at North Ca - PDF document

1 looking forward to the opportunity to co
looking forward to the opportunity to continue her studies at North Carolina State University in t

2 he Doctoral of Philosophy in Social Stud
he Doctoral of Philosophy in Social Studies Education in the Fall of 2019. Nada is the mother e

3 nvironment, who value community service,
nvironment, who value community service, learning, diversity, and expanding opportunities in socia

4 l studies education. In recent years, I
l studies education. In recent years, I have learned so much from you about research, writing styl

5 es, as well as in-depth knowledge about
es, as well as in-depth knowledge about global learning and inquiry to be a dedicated educator and

6 a mother to young children in the profe
a mother to young children in the profession. I am excited couldnÕt have wished for any better.

7 I appreciate our three young children, R
I appreciate our three young children, Randa, Omar, and Maryam, who have shown great patience and

8 understanding throughout the years. And
understanding throughout the years. And while they know that many times ........................

9 ........................................
............................................................................. 5 CHAPTER TWO: LITE

10 RATURE REVIEW ..........................
RATURE REVIEW ....................................................................... 7

11 Global Learning ......................
Global Learning ................................................................................

12 ............................ 7
............................ 7 Inquiry-Based Learning ................................

13 ........................................
............................................................... 11 Technology-Based Le

14 arning .................................
arning ........................................................................................ 13

15 CHAPTER THREE: METHODOLOGY ...........
CHAPTER THREE: METHODOLOGY .....................................................................

16 ....... 17 Participant and C
....... 17 Participant and Context 47 Engagement with Technolog

17 y ......................................
y ............................................................................. 48 CHAPTER FIVE:

18 DISCUSSIONS ............................
DISCUSSIONS ......................................................................................

19 -5. We completed the Kindergarten and 1
-5. We completed the Kindergarten and 1st grade portions of the curriculum in the summer of 2018

20 and developed the framework for the 3rd
and developed the framework for the 3rd and 6th grade. The following are the topics for each grade

21 level: Grade Topics (Tagline) Kindergar
level: Grade Topics (Tagline) Kindergarten Fiction, Nonfiction- Fun: Learning Through Literacy 1s

22 t Traveling Around the World- Learning
t Traveling Around the World- Learning All the Way 2 ies. In addition, this review covers technol

23 ogy integration with a global education
ogy integration with a global education perspective. Global Learning Global education is a creat

24 ive approach to learning about the world
ive approach to learning about the world and the changes we can make in society. It relies on acti

25 ve learning environments that are enrich
ve learning environments that are enriched with universal values that create awareness of global t

26 opics, and challenge others to think abo
opics, and challenge others to think about the global issues. Global educationÕs primary purpose i

27 s to change attitudes through inquiry an
s to change attitudes through inquiry and reflection in order to create a deeper understanding of

28 human actions in the world. Global educa
human actions in the world. Global educationinstill, enrich, and empower students and thereby enab

29 ling them to become active, competent, a
ling them to become active, competent, appreciative, and responsible global citizens. Teaching glo

30 bal education reinforces the skills and
bal education reinforces the skills and knowledge of understanding how to live together and functi

31 on in a multicultural, diversified, and
on in a multicultural, diversified, and interconnected world. mindedness, anticipation of complex

32 ity, and resistance to stereotyping. Stu
ity, and resistance to stereotyping. Students acquire skills in cross-cultural communication and e

33 xperiences in working people of (2005)
xperiences in working people of (2005) describes global experiences as a condition where Òthere a

34 re almost no barriers to entry, as long
re almost no barriers to entry, as long as you have a computer, a camera, and a microphoneÓ (p. 51

35 4). Although there are many challenges e
4). Although there are many challenges emerging from globalization, in the word of Bella-Rose & De

36 sai (2005) the stakes Òcould hardly be h
sai (2005) the stakes Òcould hardly be higher. Today, studentsÕ knowledge of the rest of the world

37 is not a luxury; it has become a necess
is not a luxury; it has become a necessityÓ taking place, studentsÕ excitement, enthusiasm, and

38 curiosity can be instilled through their
curiosity can be instilled through their student reflection and engagement. Inquiry-based reflecti

39 on occurs in various ways, for example,
on occurs in various ways, for example, through Òdiscussion boards, e-mails, chats, journals, and

40 any other way that students feel comfort
any other way that students feel comfortableÓ (Burnouf, 2004, p. 9). These are all effective metho

41 ds, particularly when constructive feedb
ds, particularly when constructive feedback is given. These types of reflected inquiry methods str

42 engthen childrenÕs knowledge, as well as
engthen childrenÕs knowledge, as well as their confidence in the types of decision-making required

43 of inquiry. Teachers using inquiryba
of inquiry. Teachers using inquirybased learning in their classroom empower students to think

44 critically and creatively on their own,
critically and creatively on their own, resulting in a sense of enthusiasm and excitement in the c

45 lassroom. One inquiry-based approach for
lassroom. One inquiry-based approach for global education is the Kath Murdoch Inquiry Model, which

46 is a model that serves as a framework
is a model that serves as a framework for studentsÕ investigation of their chosen global issue..

47 .Students -12 classrooms. (Gaudelli, 20
.Students -12 classrooms. (Gaudelli, 2006, p. 98- teaching practice. Cu nts at one grade level. E

48 ach lesson was taught for one a week, re
ach lesson was taught for one a week, resulting in 4-5 classes per unit study. Curriculum In gen

49 eral, the 1st grade curriculum was about
eral, the 1st grade curriculum was about Traveling Around the World. Students were introduced to w

50 orld geography and cultural studies thro
orld geography and cultural studies through a Òmonthly adventureÓ taken to a country in the world.

51 The students had a world map in their c
The students had a world map in their classroom, and throughout the school year, the countries vi

52 sited were marked with a pushpin and a s
sited were marked with a pushpin and a string, illustrating the miles and distance traveled from o

53 ne country to the other. The eight count
ne country to the other. The eight countries studied throughout the year were: Chad, Pakistan, Ita

54 ly, Brazil, Canada, Australia, Russia, a
ly, Brazil, Canada, Australia, Russia, and China. This research study focused on one unit in the c

55 urriculum, Brazil. Students also learn
urriculum, Brazil. Students also learned about the countryÕs flag and other symbols. As an openi

56 ng, the teacher reviewed content about t
ng, the teacher reviewed content about the previous country. This numerous sources. Each unit was

57 framed by a compelling question, and eac
framed by a compelling question, and each lesson had a supporting question. Students were able to

58 answer the supporting questions by compl
answer the supporting questions by completing formative assessments, such as discussions and other

59 tasks. Units also included summative as
tasks. Units also included summative assessments, such as writing a few sentences to indicate wha

60 t the students ha , as well as, expectat
t the students ha , as well as, expectations and focused reflections. The interviews followed a pr

61 otocol and contained targeted interview
otocol and contained targeted interview questions (See Appendix A for the interview protocol). Th

62 e first interview occurred before the un
e first interview occurred before the unit was taught. The second interview occurred mid-way throu

63 gh grade teacher implement an inquiry-b
gh grade teacher implement an inquiry-based, technology-infused curriculum in a 1 partial impleme

64 nting she was considering using inquiry
nting she was considering using inquiry in the future. 2. Ms. Bailey was not clear or comfortable

65 about when to ask questions. In some les
about when to ask questions. In some lessons, she did not use the inquiry questions from the unit.

66 She believed the questions were too rig
She believed the questions were too rigid and above the studentsÕ level. classes and teaching me

67 thods she has used in her classroom she
thods she has used in her classroom she responded that her students were Òall eager and happy to b

68 e here.Ó The 1st grade class that was ob
e here.Ó The 1st grade class that was observed for this research wasscheduled right after recess,

69 which Ms. Bailey thought Òmight help a l
which Ms. Bailey thought Òmight help a little bit more too, theyÕve run and played.Ó The classroo

70 m was arranged in an open format with ta
m was arranged in an open format with table-based work stations and a comfortable setting student

71 to complete their assignments (Figure 4.
to complete their assignments (Figure 4.1). Door Shelves with Folders Small Table Cabinet Shelve

72 s with Books and Hooks Small Bookcase Te
s with Books and Hooks Small Bookcase Teacher Desk Table Table Table ! Table ! Table !Podium

73 w/laptop Window Window Rug Area him r
w/laptop Window Window Rug Area him raise his hands.Ó Despite having no prior experience teachi

74 ng global education through inquiry, Ms.
ng global education through inquiry, Ms. Bailey accepted the idea after trying it with her student

75 s. She expressed excitement about stude
s. She expressed excitement about studentsÕ positive experiences with inquiry-based learning. Ms.

76 Bailey also needed some time to adjust
Bailey also needed some time to adjust to this new teaching method and emphasized ÒI think IÕll a

77 dd questions for sure like that, IÕm thi
dd questions for sure like that, IÕm thinking when IÕm starting my unit.Ó A reluctance to use tec

78 hnology. The inquiry materials featured
hnology. The inquiry materials featured in this research were designed to take advantage of techno

79 logy to enhance student learning. In pr
logy to enhance student learning. In practice, Ms. Bailey described her uses of technology as lim

80 ited. She said that students Òwatch a vi
ited. She said that students Òwatch a video, [but] thatÕs not technology at all, but that is the e

81 xtent of what we do because I try to kee
xtent of what we do because I try to keep it simple.Ó She emphasized that Òthe kids love to watch

82 a live feed of the location that weÕre l
a live feed of the location that weÕre learning about at that current time.Ó Ms. Bailey implied th

83 at she is an Òold-school person.Ó She di
at she is an Òold-school person.Ó She did not see the y was more at ease and seemed rather confid

84 ent. Ms. Bailey was initially Ònervous a
ent. Ms. Bailey was initially Ònervous about the technology partÓ and ÒdidnÕt feel like that fit i

85 n,Ó however, Òit went well and they did
n,Ó however, Òit went well and they did fine with itÉthey got the overall message.Ó In contrast to

86 the Chromebooks, she viewed studentsÕ u
the Chromebooks, she viewed studentsÕ use of robots as enabling them to gain a better understandi

87 ng of where the animals live. They Ògot
ng of where the animals live. They Ògot the idea of moving between layers.Ó The robots lesson als

88 o had accompanying print resources, incl
o had accompanying print resources, including 16 maps that were colored and labeled as the layers

89 of the rainforest. Ms. Bailey was grate
of the rainforest. Ms. Bailey was grateful for these print materials and mentioned, Òthat was a l

90 ot of work for you to make theseÉThat wo
ot of work for you to make theseÉThat wouldnÕt be easy to do.Ó As it did take time to do each map,