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What is Critically Globalizing Teacher Education

Chapter 15
Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education
Using critical or post-colonial theory to frame globalizing teacher education with careful consideration of the dominant power structures and how those might affect the work of globalization in different contexts.
Published in Chapter:
The Global Read Aloud for Global Collaboration in an Instructional Technology Course
Lauren Angelone (Xavier University, USA)
Copyright: © 2024 |Pages: 22
DOI: 10.4018/978-1-6684-7813-4.ch015
Abstract
In this chapter, a project to globalize an online asynchronous instructional technology course will be detailed. While participating in the Longview Foundation's Global Teacher Education (GTE) Fellows Program, the author internationalized her course through the use of the Global Read Aloud. The Global Read Aloud is a project created by a teacher in 2010 to bring together classrooms across the globe through the shared experience of a read aloud on a global topic. To participate in the Global Read Aloud, teachers self-organize using a variety of instructional technologies. The author arranged for her class to participate in a Canadian 5th grade teacher's slow chat on Twitter. Planning, development, and assessment of the globalized elements of the course will be shared.
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