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Enotebook Stephen Wright Azusa Pacific University

Table of Contents

1. Global Learning Project Survey

2. Wow Thats a Billion

3. Wow Thats a Billion Website

4. Sample of Student Work

5. Kindred-Family Histories

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6. Kindred-Family Histories Website

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7. References
8. Survey Answers

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Appendix A

9. Survey Website

Appendix B

Global Learning Project Survey

Global learning projects connect students in classrooms from around the world to enhance learning, build community, and cultural understanding. Hutchings & Standley state that global project based learning will create awareness of other cultures, languages and people. Promote understanding, develop empathy, develop new skills, increase global literacy, and promote goals of healthy ecosystems, and peaceful relationships (2010). Members of Cadre 18 of Azusa Pacific University (APU) developed and implemented Global Learning Projects. Throughout the project we created websites, developed lessons, and implemented the projects. At the end of the program, with the input of Dr. Kathleen Bacer of Azusa Pacific University, I surveyed the members of cadre 18 to find out their strategies for advertising, current level of participation, obstacles for participation, and advice for future cadre members at APU. The results of this survey can be viewed at http://tinyurl.com/c6eegvr and are as follows: 1. Where and how have you advertised your global learning project? The students of Cadre 18 used: Twitter-specifically education related hash tags, Facebook, Azusa Pacific University, Edmodo, diipo, epals, Global Education Collaborative-NING, personal emails to teachers. Others used word of mouth, iearn, Global School House, the Global Education Foundation and TappedIn, school site teachers, Global Education Ning, Google Plus, Blogs, Linked In, and word of mouth to family, friends, and colleagues.

2. What is the current level of participation? The responses ranged from none to fifty nine members in six different countries. Some reported as many as twenty inquiries but only three teachers participated.

3. What have you seen as obstacles for participation? The biggest obstacle reported was the lack of time for teachers to participate given the many demands they already have. Another was unfamiliarity by teachers and parents with Global Learning Projects, technology, and concerns about safety. Finally the project should not be too complex. Many teachers and students could not commit to large service projects and videotaping.

4. Tell about your project. What was successful and what was challenging? One cadre member mentioned Weebly made the website much easier and yet another said that it was not conducive for students to reply to each other. One challenge mentioned was the need to get with the district technology department to get access to the needed websites. Most everyone enjoyed creating the project and the challenge was advertising and participation. Another challenge was using outdated computers. 5. What advice would you give to students entering the Masters program in education technology at Azusa Pacific University (APU)? To future students of APU Masters in Education Technology program, cadre 18 has the following recommendations: stay organized, keep the project simple, and dont get behind on the project. Some of the best advice is to start advertising early. Once you make your project brochure start advertising and connect with other teachers that might be interested in participating. Keep the execution timeframe of the project short as teachers are very busy with test preparation and mandated curriculum. Finally make sure you are excited and passionate about your project, will make it fun for you and others. The creation and implementation of Global Learning Projects are both challenging and rewarding. To sum up the results of my survey: pick a project you are passionate about that can be tied to content standards, start early in development and advertising, and keep the project simple so that the size and technology of the project does not become a limiting factor for teachers to implement it. The following project was created by Lisa Whipp of cadre 17 at APU and implemented by me in my classroom at Carson Middle School in Colorado.

Wow Thats a Billion Structure: Parallel Problem Solving Implementation date: May 13 May 26, 2011 http://wowthatsabillion.wikispaces.com/Mr.+Wright%27s+Math+Class

Implementation: Wow Thats a Billion

Class: 6th grade math special education Purpose: The Wow Thats a Billion project challenges students to use ratio, proportion, unit rate, and cross multiplication to solve real world problems. The students also learned to work in groups and present their findings using electronic media to demonstrate their learning and collaboration. Technology concerns: My students have limited access to a computer at home. They also have special needs and needed assistance in accessing technology to present their findings. Some of my students have aids that were able to assist them in their presentation. The only issue in accessing the technology is the time constraint and availability of the computer lab since this project was undertaken at the very end of the school year. Objectives: 1. Students learn to use ratios and proportions to solve real world problems. 2. Students learn to conceptualize the value of very large numbers. 3. Students demonstrate their knowledge of converting units of measurements to conventional forms i.e. cubic inches to cubic feet. 4. Students learn various presentation tools and they collaborate with each other on the best ways to present their project. 5. Students build communication skills as they work together in class and compare their project to the projects of other students across the country and around the world. Material: Due to time constraints I used Cheerios in the classroom as the object to discover what a billion of an object would look like. I also used mugs, small boxes, larger boxes, the classroom, tape measures, calculators, and PowerPoint software.

Procedures: After a review lesson on how to use ratios and proportions the students took cheerios and filled containers. They then counted the number of Cheerios in the container and found the cubic inches of the container. Next they took larger containers, found their cubic inches or cubic feet, and used proportions to figure the number of Cheerios that would fill that container. This activity continued until they had calculated the number of Cheerios that would fill our classroom. Once they had that figure they divided that number into one billion. That answer gave them the numbers of rooms they need to hold one billion Cheerios. Finally the students presented their findings in either a PowerPoint or on a poster. Student Reaction: The students were very pleased to work a hands-on project together. They eagerly engaged in the lesson. After reviewing and discussing the website they worked in teams to find the cubic area that would hold a billion Cheerios. Once they established the area some of the students created PowerPoint projects while others created posters do demonstrate their learning. My Learning and Reflection: I started this project on May 13 and completed it on May 26. One of the most valuable lessons I learned was to be prepared. The biggest problem was the short time I had with two major tests and end of the year reports. They were limited in their computer use at home so we had to do most of the work in the library. They loved that they could eat their project. It is imperative to fully understand the lesson before implementing it. You have to consider the time involved in a project and how it will fit into the curriculum map of the district in regard to content standards and what must be covered each quarter. Given more time and better availability of technology I would let the students choose their own objects and expose them to other presentation media so that the project could better represent their own creative powers.

Wow Thats a Billion Website by Lisa Whipp

Mr. Wrights math class Wow Thats a Billion Projects

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Kindred-Family Histories Structure: Global Classroom Implementation date: September 4 October 28, 2011

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Kindred-Family Histories Planned Implementation date: September 4 October 28, 2011 I was not able to implement this project since I am currently unemployed and do not have a class. Class: 4th through 6th grade Anticipatory Set: On day one the students will come into class and write a short paper stating what they think it was like when their parents or grandparents were kids. After completing the paper the teacher will ask students to share their ideas. Purpose: The purpose of this project is to connect ones personal history to our global history in such a way as to build cultural understanding. Students will interview family members or members of their community to understand how world events have affected their community and family. Technology concerns: Students will use digital software and hardware to review previous postings and to create their own presentations. The availability of technology may limit the type of presentations that can be made. Students may have to be trained in the use of various hardware and software. Objectives: The Colorado State Content Standards (2010) that will be addressed are: Social Studies: 1. Students will develop an understanding of how people view, construct, and interpret history. Historical thinkers seek people, places, and events that tell the story of history from multiple perspectives. 2. Students develop spatial understanding, perspective, and personal connection to the world. Language Arts:

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1. Students use primary, secondary, and tertiary sources to generate and answer questions. 2. Students write for a variety of reasons. (Colorado Department of education, 2010)

Material: Students may use cameras, Voice Thread, PowerPoint, Slide share, Glogster, Data Finder, and Google Docs. Implementation Plan: Day one: The students will write a short paper on what they think it was like to be a kid when their parents were young. I will present a lesson on the importance of oral history to understand our world and our family history. Next students will work in the computer lab and explore presentations from other students from around the world from the iearn site. After they have explored several of these projects they will share with a partner what they learned. Next each group of students will pick one project to share with the class. We will then talk about the families and how world events have affected their lives. Day one homework: The students are to talk to their parents about the project and get their input on what family member would be good choice for this project. Day two: For the second day the students will share who they would like to interview and why they chose that person. We will talk about the value of elders in our family and community and how world events can affect our lives. Next we will talk about procedures for the rest of the project. I will show them the Story Corps every voice matters website. From that site they can review questions they might ask during the interview. Toward the end of the class the students will review presentations form students from other countries. Day two homework: Students will contact the relative or individual they chose to interview and set a time for the interview.

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Day three: During this lesson we will go over ways to present our project. We will go over PowerPoint, Slideshare, Glogster, Data Finder, and Google Docs. We will also discuss the project rubric and expectations. Throughout the project I will review the progress of the students and give feedback and suggestions on their presentation. Day three homework: Students will meet with the person they are interviewing either in person, on the phone, or through Skype. Day four: Students will present their projects to the class and post them on the project website. We will compare and contrast their project to that of the others they have reviewed. Assessment: The students will write an essay on their learning throughout the project and what they learned about other cultures. The essay will be graded based on the district writing rubric.

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Kindred-Family Histories by Judy Burr

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References
Barr, J. (2010). Kindred (family history) project. Retrieved from http://media.iearn.org/projects/kindred

Colorado Department of Education, (2010). Colorado content standards Retrieved from http://www.cde.state.co.us/scripts/allstandards/COStandards.asp?stid=8&stid2=0&glid2=0

Hutchings, K., & Standley, M. (2010). Global project based learning with technology. (2 ed., p. 11). Eugene, OR: Visions Technology.

Whipp, L. (2011, April). Wow that's a billion. Retrieved from http://wowthatsabillion.weebly.com/student-site.html

Appendix A: Cadre 18 Global Learning Project Survey 1. Where and how have you advertised your Global Learning Project? This Global Learning Project was advertised on the Internet, Twitter-specifically education related hashtags, Facebook, Azusa Pacific University, Edmodo, diipo, epals, Global Education Collaborative-NING, personal emails to teachers. 12/6/2011 12:03

I have only used word of mouth so far, but plan to advertise through iEARN, Global School House, The Global Education Foundation, and TappedIn. 12/3/2011 10:07 Face Book, Tapped In,. Emails, word of mouth, with the teachers I work with 12/3/2011 12:45 I advertised my glp to other PE teachers around my school and to the PE teachers under the Magnolia Foundation (charter school). 1/29/2011 6:59 PM iEarn, emails to teachers in my district, friends and The Global Education Ning. 11/29/2011 11:12 AM I advertised my GLP in multiple places: Twitter, Facebook, Google Plus, my personal blog, Global Education Ning and iEARN. I also emailed all the teachers I knew in the middle school grade area, and asked them to forward the email on to others. 11/29/2011 8:41 AM I advertised in Twitter, Facebook, LinkedIn and my Students and colleagues. I also sent emails and talked to my sisters. 11/28/2011 10:15 PM Facebook, email, word of mouth- friends from church, other teacher, and homeschool groups. 11/28/2011 10:02 PM

2. What is the current level of participation in your project? Two 5th grade classes partnered together so the students could go on an educational vacation around the United States learning about Geography and Historical Landmarks in their respective states. 12/6/2011 12:03

I have had one out of state class participate in my GLP. 12/3/2011 10:07 Friends and Family 12/3/2011 12:45 Very low. 11/29/2011 6:59 Two classes 11/29/2011 11:12 I had well over 20 inquiries into my project, but only 3 teachers actually participate.

1/29/2011 8:41 59 members - 6 different countries and 3 states 11/28/2011 10:15 I have 4 groups participating and a few more who are interested but have not started yet, but will in January. 11/28/2011 10:02

3. What have you seen as obstacles for participation? 7th-12th grade students would be more ideal Market The Virtual Vacation about 3-6 months prior to next start date, and participate in a different Global Learning Project would possibly be a better/easier way to market The Virtual Vacation Junior High and/or Middle School Technology teachers would be ideal to teach this project to their students, in that it meets their content standards Connect with the IT department before the project starts to ensure that entire website and links will be available Students working independently is best. Groups of no more than 2, at most Class swapping was time inefficient, would have been best to teach in longer blocks of time, 90-105 min, one class per day Consider other Blogging sites for Blogging portion of the class to allow for more connection between students 12/6/2011 12:03

The teachers don't seem to have the time, or are unsure about committing to something this foreign to them. 12/3/2011 10:07 Not enough time last module to really promote it. We had so much work required to turn in each week and I am student teaching. Teachers are not yet comfortable enough around my district to put their students online. Parents are not comfortable because of the area we live in. High gang are and it is scary for parents. 12/3/2011 12:45 My GLP requires video taping. This is probably a bad idea. It is probably if students just wrote about drills instead of taping themselves. 11/29/2011 6:59 Getting classes to committe. 11/29/2011 11:12 The biggest obstacle for participation has been TIME FRAME. It was difficult to get teachers to do a project heavily integrated with technology beginning at the start of the school year. Teachers need time to get settled in their classes before beginning projects. Ideally, this project should have been run in the spring. I believe I would have had 2 to 3 times the participation if that had been the case! 11/29/2011 8:41 the second part of the project about voting seems impossible because once teachers finish the project they dont want to go back later. 11/28/2011 10:15

Biggest obstacle - I'm not currently teaching right now so I dont have my own class to participate and I dont have too many teacher friends or connections. Second: students are already sooooo busy it's hard for them to want to take on an additional project that may or may not be graded. Third: I have found that students are lazy and aren't very excited about serving (my GLP is service learning and involves a service project for the homeless). Lastly, the timing- I could have used more time to implement my project than just a 3 months. I thought we had till the end of January so I didn't get as much done advertising as I had hoped. This is more of a 6 month timeline of implementation - to advertise and keep checking back with those who said they were interested and get groups started. 11/28/2011 10:02

4. Tell about your project. What was successful and what was challenging? 1) 7th-12th grade students would be more ideally aged for this project in its current format 2) Start looking for teachers/classes much earlier, prior to website completion. 3) Noticed differences between the students who were more advanced versus those with learning challenges or lack of computer use at home. 4) One class had groups of 2 students and one class had groups of 3 students. Groups of 2 were much better. 5) Taught one class for about 45-60 min daily, then swapped classes and taught second class for about 45-60. A few classes were 60-75 min each. 6) In retrospect, would have been best to teach in longer blocks of time, 90-105 min, one class per day. 7) From a technical standpoint, school blocking of websites, was a definite challenge. 8) Blog and/or Forum features in Weebly didnt allow for students to just reply to each other. We had to get creative with that and it loses some of the connection. 9) I love this project, but there are others I could have created, I would recommend to future cadre students do design something that is more like 3-10 day length, I believe that it will open up your market. 12/6/2011 12:03

I enjoyed creating the project. The one class that has participated in it really enjoyed it. The challenging part has been to find the time to advertise. 12/3/2011 10:07 People seem to really enjoy looking at it and are enjoying what is there, but are yet unable to participate. 12/3/2011 12:45 The only thing successful about this GLP was the launching of the website. I thought it was a user friendly website. The challenge was to get people to join. 11/29/2011 6:59 Working with Weebly made creating my site less challenging and it was easy to go back and make modifications. The challenge was deciding was material to include in each of the sections and how it would be most beneficial for the students. 11/29/2011 11:12

My project is still in progress. So far, the challenges have been the time frame, using terribly outdated computers with the school here on the island, convincing the teachers to allow me to participate with their students, and actually getting teachers to jump in and participate. 11/29/2011 8:41 The boards were very successful the voting not at all. 11/28/2011 10:15 My project is a service learning project that requires students to research homeless populations around the USA as well as a few other academic activities and then plan a service project to serve the homeless in their local area. So far I am working with one class that ha finished all their research and are working on completing the rest of their academic activities. They have decided on a service project, but I got a lot of push back from wanting to serve. Students are super busy with sports and extra activities in addition to all their homework. Thankfully, their teacher (Bible teacher) is grading this assignment and wants to the students to actually get out of their comfort zone and SERVE! Not sure how many of the students will actually show up though. So I can't comment on the success rate yet, since it's not 100% complete. 11/28/2011 10:02 PM

5. What advice would you give to students entering the masters program in education technology? 1) 7th-12th grade students would be more ideally aged for this project in its current format 2) Start looking for teachers/classes much earlier, prior to website completion. 3) Noticed differences between the students who were more advanced versus those with learning challenges or lack of computer use at home. 4) One class had groups of 2 students and one class had groups of 3 students. Groups of 2 were much better. 5) Taught one class for about 45-60 min daily, then swapped classes and taught second class for about 45-60. A few classes were 60-75 min each. 6) In retrospect, would have been best to teach in longer blocks of time, 90-105 min, one class per day. 7) From a technical standpoint, school blocking of websites, was a definite challenge. 8) Blog and/or Forum features in Weebly didnt allow for students to just reply to each other. We had to get creative with that and it loses some of the connection. 9) I love this project, but there are others I could have created, I would recommend to future cadre students do design something that is more like 3-10 day length, I believe that it will open up your market. See my website: thevirtualvacation.com under MORE menu, NOV 2011 PROJECT for more details I didn't have a classroom either -I was pinkslipped also. 12/6/2011 12:03

Keep EVERYTHING in an ORGANIZED manner!! 12/3/2011 10:07 Get organized and make folders on your desk top at the beginning of each class. Do not trash anything and make cc when emailing the professor.

12/3/2011 12:45 Make the GLP something really simple. For example, the GLP that I participated in about the Pillars of character was really easy to do. Just have students fill out paper work. That is something that I should have done. 11/29/2011 6:59 Stay on top of all your assignments, if you get behind its hard to catch up. 11/29/2011 11:12 My advice would be to START EARLY. Start Promoting from the second your website goes live, or even before that!! 11/29/2011 8:41 Make sure the whole project can be completed within one week. 11/28/2011 10:15 I'm assuming this is to students entering our APU program and not my GLP- I would advise new APU students to chose something they are excited and passionate about to motivate them and make this project fun! I would also suggest that they start advertising and implementing this project on day one of it's design completion because advertising and following through with teachers takes a lot of time and teachers are very busy! 11/28/2011 10:02 PM

Appendix B: Survey Website