GLOBAL EDUCATION NETWORKS

Global Education Network Analysis

Monica Gilchrist
EDTC 645 Integrating Technology: Global Perspective
Professor Blesh
June 2014

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Parkland Magnet Middle School

MEMO
To: Dr. Benjamin OuYang, Principal
From: Monica Gilchrist; 6th grade Science & Astronomy teacher
Date: June 24, 2014
Re: Global Education Network Analysis

Overview
At Parkland Magnet Middle School we pride ourselves on meeting the diverse needs of each and
every student as our mission states we believe every student, whatever it takes. We, as a staff,
recognize and celebrate the cultural values each individual student brings into the classroom. To
further foster our learning communitys cultural recognition, it is necessary to look towards
integrating global awareness collaborative projects into the curriculum. In choosing projects that
focus on global citizenship this can provide students with global understanding of global issues
and teaching them that everyones thoughts on the issues may be different which helps to
heighten sensitivity to others (Taking it Global, p. 37 2007). Building a student body and staff
that is aware, open and supportive of each others values and beliefs can help to foster deeper
investment and motivation to learn. In addition, global awareness will help empower students
and build the necessary skills to help them become future global collaborators and competitors in
the fast paced world we live in.
Through the use of technology, there are various project based websites that offer collaboration
opportunities with classrooms around the world. The purpose of this memo is to provide you
with an analysis of three global networks to use towards implementing global awareness. The
networks will be reviewed and ranked based upon their alignment with meeting the needs of our
students, 6th grade Maryland Science Standards, Maryland Technology Standards, International
Technology Education Standards (ISTE) and Next Generation Science Standards. These
standards are found, but not limited to the ones listed below.
Maryland Technology Student Standards Grade 6
Standard 4
Use technology to communicate information and express ideas using various media formats.
b. Present ideas and information in formats such as electronic presentations, web
pages, graphic organizers, or spreadsheets that are appropriate to a specific audience
International Society for Technology Education (ISTE) Standards

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Standard 2
Communication and collaboration.
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of
other cultures
Standard 4
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
d. Use multiple processes and diverse perspectives to explore alternative solutions
Next Generation Science Standards
Influence of Engineering, Technology, and Science on Society and the Natural World
6-8 Connections Statements
a. All human activity draws on natural resources and has both short and long-term
consequences, positive as well as negative, for the health of people and the natural
environment.
b. The uses of technologies and any limitations on their use are driven by individual or
societal needs, desires, and values: by findings of scientific research; and by differences
in such factors as climate, natural resources, and economic conditions.
c. Technology use varies over time and from region to region
Analysis of Global Networks
ePals
ePals is a free K-12 learning network that promotes cross cultural collaboration through project
sharing and real world learning experiences. The program is safe as the learning platform
complies with the Childrens Online Privacy Protection Act and teachers have the ability to
monitor and control all aspects of student interaction. ePals partners with creditable science
corporations such as Smithsonian, National Geographic, McGraw Hill whom offer supplemental
project resources, activities, host discussions, etc. Upon entering the ePals Global Community
website there is an interactive toolbar which serves as a good guide to view all the various
programs, projects, and resources offered to both teachers and students. The interactive scroll bar
options on the tool bar provide ease and consistency when searching various aspects of the site.

(ePals, 2014)

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The teacher resources provide a plethora of useful information including guiding tutorials,
videos, collaboration tools, forums and more. Such offerings can give an overall big picture of
the importance for integrating collaborative projects into the classroom. Another bonus feature
offered is a common core implementation center which can help teachers gain a deeper
understanding on how such collaborative projects offered can align with the up and coming
required standards.
Upon searching for to join a collaborative project to join, an advanced search tool bar offers a
teacher the ability to focus ones search to the age level, region, project type, duration and
standards alignment. To refine a search down to exactly what meets a teachers needs is quite
beneficial. A natural disasters collaborative project offers close communication with global
students as they will exchange information about natural disasters (earthquakes, tsunamis,
volcanic eruptions, etc) that are likely to occur in their inhabited area due to special conditions of
the land topography. This project was organized and planned very thoroughly with embedded
elements, calendars, rubrics, worksheets, etc. This is very beneficial for a teacher to have access
to this, as working collaboratively with another teacher across the world it would be necessary
for clear lines of communication on similar lessons and decided outcomes.

(ePals, 2014)

This project aligns with the 6th grade Maryland Science Earth and Space Standard 2 Recognize
and explain that major geologic events (earthquakes, volcanic activity, sea floor spreading) occur
along crustal plate boundaries (School Improvement in Maryland, 2007). This global project
also meets ISTE standard 4 Develop cultural understanding and global awareness by engaging
with learners of other cultures (ISTE, 2007). Students are able to communicate with a group of
students overseas to share factual and personal information about natural disasters while gaining
a sense of understanding for different cultures.

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A digital story telling cultural project provides students with the opportunity to learn about
the age-old practice of storytelling and explore how to create and share a digital stories with
others across the world (ePals, 2014). Story telling is an essential life skill for students to
learn, practice and develop for all aspects of life. This particular project meets the Maryland
Technology standard 4 as students are asked to use technology to communicate information
and express ideas using various media formats (Maryland State Board of Education, 2007).
Students will email written stories and create digital presentations to accompany their stories
through a variety of different formats of their choice.

(ePals, 2014)

The ePals classroom projects provide ample information for a teacher to identify if the project is
in fact correlated to ones set curriculum and standards. A detailed list of project elements and
project calendar provide organization and deeper insights of the project to ensure all aspects are
properly planned for and met.

Global SchoolNet

GLOBAL EDUCATION NETWORKS

Global School Net is an international educational nonprofit organization that focuses on

providing free global collaborative e-learning projects. The organizations main motto is link
kids around the world (Global School Net, 2014). Much of the projects are based upon
constructivist learning with integration of 21st century learning skills. The activities and projects
provided are geared towards developing science, math, literacy and communication skills, foster
teamwork, civic responsibility and collaboration, encourage workforce preparedness and create
multicultural understanding (Global School Net, 2014). Essentially, Global SchoolNet provides
learning activities incorporate the 21st century skills to prepare students for becoming responsible
leaders of the future
The overall design of the website is very user-friendly as there is a top navigation bar with drop
down menus. Each page has an assortment of embedded links and a vertical tool bar for quick
access to all content. There are multiple ways for an educator to become an active participant on
Global SchoolNet: join and/or submit registered projects, participate in Cyber Fair, and create an
iPoPP collaboration room. For a teacher to search for content alike projects, there is an advanced
search tool that accounts for a wide range of criteria such as curriculum, collaboration and
technology type. However, there are only 13 current projects in process with 12 currently

Additional
embedded links to
help navigate
throughout this
particular page.

(Global SchoolNet, 2014)

accepting registrations. This may be due to the timing, as it is June, summer time in countries
located in the Northern hemisphere.

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The online interactive and collaborative learning opportunities appear to be endless through
Global SchoolNet as they offer many different adventure games, projects, challenges, and awards
to recognize high quality teachers and students. The International Cyber Fair is an authentic
learning program that allows students to publish virtual exhibits to essentially showcase their
high quality learning products. Each year focuses on a different theme where students are then
encourages to conduct research about their local communities and use digital media to publish
their findings online (Global SchoolNet, 2014). The contest has evolved into including more
than 5 million students from 45,500 schools across 115 countries and such a project elicits
collaboration and competition. (Global SchoolNet, 2014). I must say, the list of different items
relative to the project on the side toolbar was very manageable to review and pinpoint the most
important components that I was interested in reading. A missing piece to this project was
embedded worksheets for teachers to easy print and use to introduce, plan, grade, etc. This helps
for the collaboration piece to stay uniform amongst all teachers and students.

Each student is
required to
evaluate six
CyberFair projects
with a rubric.

(Global SchoolNet, 2014)

This particular collaborative learning activity aligns with the Next Generation Science standard
The uses of technologies and any limitations on their use are driven by individual or societal
needs, desires, and values: by findings of scientific research; and by differences in such factors as
climate, natural resources, and economic conditions (NGSS, 2014). Through the peer review
process, students will be able to view different projects from around the world which will allow
for one to gain a deeper perspective into how cultural factors affect the research and learning

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process. Cultural values will be exhibited through the highlight digital media where the daily life,
resources, climate, and landscape will be differentiated. This experience can help empower
youth as engaged learners as socially responsible citizens who will contribute toward addressing
many community development outcomes (Taking it Global, p.7 2007).
I personally can see using the CyberFair as a culminating project for any of my Science units, as
the process of researching and publishing findings can be adapted towards many of the existing
Maryland Science standards. Such a project and experience can offer students to become more
cognizant of the world they inhabit while possibly helping them to think towards working with
others to sustain essential resources for the future. This being said, there are several other
learning activities offered through Global SchoolNet that are integrative, global and discovery
based learning opportunities that would blend well with our science curriculum.
iEARN
iEARN (International Education and Resource Network) is a program that manages and offers
the opportunity to join many global collaborative projects. Similar to the other two networks, a
teacher could use iEARN to find other classes to connect with and create or join an existing
project that already exists. iEARN prides itself on its main vision, enabling participants to
become global citizens who make a difference by collaborating with their peers around the
world (iEARN, 2013). In additional to a project database, professional development is offered
through the website for teachers to stay up to date with the happenings on the network and in the
technology world.
Upon searching the iEARN collaborative centre, the search criteria and overall website interface
was very basic. However, I was impressed to see that the website was able to be viewed using
about 40 different languages, which is similar to ePals.

(iEARN, 2013)

iEARN offered over 300 global collaboration projects, however only six of these projects were
specifically focused on Science which was a bit of a disappointment. Of the other projects
available, there were interdisciplinary opportunities which is a beneficial experience for students

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to gain exposure to how all the learning content interrelates to each other. Our footprints, our
future was a project I came upon that meets the sixth grade science standard identify and
describe how the natural change processes may be affected by human activities (Maryland State
Board of Education, 2007). Through hands on learning experiences, data collection, analysis and
collaboration students are able to identify how their lifestyles affect climate and resources around
the world. The resource page offered detailed descriptions and plans, however a timeline
calendar, worksheets, and rubrics were missing which are essential pieces in a global
collaborative project.

(iEARN, 2013)

It appeared that this project was not necessarily based upon collaboration with another
classroom, rather it focused on sharing the final learning product with different cultural
classrooms. In addition, the start and end date of this particular project have passed, but this is a
good resource to use to perhaps begin the starting foundation of a lesson that could encompass
carbon footprints of our students in comparison to different cultures. The options of final projects
aligned with the ISTE standards of allowing students to actively choose how to communicate
information and ideas effectively to multiple audiences using a variety of media and formats
(ISTE, 2007).

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10

A drawback of this network is that you must be an active member to become connected fully
with iEARN which requires a payment plan. An individual teacher membership costs $100 while
a school membership with unlimited teacher access costs $400 each year. There is an option for a
skeptical teacher to gain limited access to decipher if purchasing a membership is in fact the best
choice.

(iEARN, 2013)

A positive about this program is that there is a push for establishing a community with not only
students but also teachers through iEARN. Teachers are encouraged to participate in an open
forum where they can share personal information, resources, form project partners, etc. It is
required that participants post at least 2 replies to existing messages for every new message you
post (iEARN, 2013). This guideline helps teachers to keep active in discussions and form
deeper bonds and networks with each other as professionals.

(iEARN, 2013)

Final Recommendation

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All of the networks (ePals, Global SchoolNet and iEARN) assessed, each one provided integral
opportunities for open collaboration and global awareness activities to instill global citizenship in
the classroom. They also all supported both the ISTE and Maryland technologys standards of
communication through promoting various media formats and developing an understanding for
different cultures. Some summary of thoughts to consider before I inform you of my final
recommendation are as follows:

ePals is the largest network of k-12 classrooms with free access to all activities,
resources, professional development with easy curriculum alignment.

Global SchoolNet provides a free basic membership, but urges the advanced membership
($45) while much of the learning site focuses on online competitions and programs while
lacking variety of projects and lessons.

iEARN offers online collaboration through a limited amount of projects and resources all
which are modeled to train students to be a conscious inhabitant of the world. iEARN has
a cost of $100 for a yearly teacher membership.

When analyzing the various features offered on each network, I would highly encourage you to
invest in utilizing ePals into all curriculums at Parkland middle school. ePals offered a copious
assortment of classroom activities all relative to authentic real world collaboration. In addition,
the cutting edge safety features, ready to go lessons, and collection of resources from renowned
partners represent project based learning and promote worldwide connections. All of these
distinctive features make ePals an exceptional global classroom network. In addition, I would
highly recommend offering the appropriate professional development to train staff on ePals to
ensure all content and feature options are used to the fullest potential. There is no better time
than the present to make ePals a part of our plan to integrate cultural awareness into our school
climate and curricula. It is predicted that many of the current generation of youth will enter a
workforce demanding new skills including technology literacy, creativity, and cross cultural
perspectives (Taking it Global, p. 7 2007). ePals offers students access to these essential skills
which will provide empowerment towards becoming productive global citizens. I hope you value
my thorough analysis and final recommendation and please contact me with any additional
comments or concerns as I am dedicated towards making Parkland globally connected.

References

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ePals. (2014). ePals global community: Where learners connect. Retrieved June 21, 2014 from
http://www.epals.com.
GSN. (2014). Global schoolnet. Retrieved June 21, 2014 from http://www.globalschoonet.org.
iEARN. (2013). Collaboration centre. Retrieved June 21, 2014 from http://www.iearn.org/
International Society for Technology in Education (ISTE). (2007). NETS for students 2007.
Retrieved from: http://www.iste.org/standards/standards-for-students/nets-studentstandards-2007.
Maryland State Board of Education. (2007). Maryland Technology Literacy Standards for Students.
Retrieved from http://www.montgomeryschoolsmd.org/departments/techlit/
Taking it Global. (2007). Best practices in global education and collaborative technologies.
Retrieved from http://tig.phpwebhosting.com/tiged/TIGed-MTC.pdf.

School Improvement in Maryland. (2011). Using the state curriculum: Science, grade 6.
Retrieved from: http://mdk12.org/instruction/curriculum/science/standard2/grade6.html