Chapter 13: Global Educator, Global Community

This chapter shares ideas for where to get started as a global educator and how to extend your global activities if you have already started.

Younger students

Aurasma and trigger images allow families to view students' school work from anywhere in the world.

According to Eric Walters (USA) regarding the inaugural 2015 Student Technology Conference, what propelled a small potential collaboration between six schools into a global phenomenon?

[blank_start]Katie[blank_end] Grubby (Australia) designed a [blank_start]marine debris education kit[blank_end] for Australian students to use all around Australia that involved beach cleaning, source reduction and students putting their [blank_start]data into a live database[blank_end].

Sophie de la Paz's favorite global project was a water neutrality project conducted in 2015.

Adam, [blank_start]a USA[blank_end] educator currently in [blank_start]Egypt[blank_end], provides numerous global learning experiences for his students.

Stephanie Wujcik (USA) worked with what students from what grade to fund a microfinance loan as part of a unit on hunger and malnutrition?

[blank_start]Sonya van Schaijik[blank_end] (New Zealand) met other global educators face to face when she visited 13 countries in 11 weeks and met over 20 educators.

Brian Mannix (USA) says his favorite global adventure is an [blank_start]Alternate Reality Game[blank_end] that he created where teachers, learners, businesses and local and national media around the globe are working together in the name of deep, [blank_start]experiential[blank_end] education, not just for his students, but for every member of the global community.

Marianne's (USA) students created an original game for the Minecraft Platform.

Judy (Australia) says joining and becoming involved in the International Association of School Librarianship gave her the most humbling of experiences.

Wayne (Australia) loves the notion of sharing professional development with an international cohort.

Holly, Qatar, shares that "Reading is more than [blank_start]print[blank_end], [blank_start]Writing[blank_end] is more than ink."

Holly's students are all expert English learners.

Holly credits what that afforded an authentic audience to easily share with and receive real feedback from?