The Global Educator: Leveraging Technology for Collaborative Learning & Teaching - Softcover

Julie Lindsay is a global collaboration consultant, innovator, “teacherpreneur” and author, and she is currently a quality learning and teaching leader (online) and an adjunct lecturer for the Faculty of Arts and Education, Charles Sturt University, Australia. She is completing an Ed.D. at the University of Southern Queensland with research focusing on online global collaborative educators and pedagogical change. Originally from Melbourne, Australia, for 15 years she worked as an education leader in digital technology, online learning and curriculum across Asia, Africa and the Middle East. Her passion is for online global collaboration and as founder and CEO of Flat Connections, she designs and manages online projects for all K-12 levels and customizes learning experiences for educators, including virtual courses and live events. She has presented keynotes and workshops at conferences around the world. Her first book, Flattening Classrooms, Engaging Minds, was the leading definitive text on how to embed global connections and collaborations for meaningful learning. Find out more about Lindsay through her website and her blog, and follow her on Twitter @julielindsay.
 

This chapter examines the impact of global educators and global education leaders on schools/institutions, students and the community. It also explores goals, barriers and enablers to global connected learning. Some of the
responses from global educators share impacts that are obvious, and others are more subtle—but they all add up to establishing a learning environment that expects and supports global competence and global understanding.
Global Learning’s Impact on the Educator
Apart from the possible extra work developing skills to be a global educator, it is interesting to consider the positive impact of taking a global approach on the educator as a teacher and a learner. According to Brian, USA, “The ironic thing is that anyone who so chooses can be a “Global Educator”. It merely involves a simple decision to commit. You make a decision to commit to continuously asking and continuously connecting to those outside of your current vision. As soon as the commitment is made to take the leap, that is when the real leadership begins and that is also the moment where responsibility, purpose and integrity show you for who you are” (Brian Mannix, @mannixlab). Interestingly, Mulugeta, high school teacher in Ethiopia, shares a slightly different perspective and one that in fact could be applied to all global educators: “I am expected to teach, to solve problems related to education and I am considered as exemplary in every aspect by my junior staffs and students as well as outsiders” (Mulugeta Birhanu).
“Time, space and language are not viewed as barriers to the global educator. They are viewed as opportunities to create authentic learning experiences and develop the intercommunication skills needed in today’s world. A global educator is someone who looks beyond the four walls of a classroom to create bridges between learners, the community, business, and different cultures to find mutually beneficial solutions to real world issues. Technology fast becomes a best friend and an essential tool for learning and interacting with a global professional network. It means you have moved beyond consuming content to being an active contributor and are passing this way of being on to your students. It means you are not afraid to be seen, learn from your mistakes, and never give up because you are always connected to the bigger picture and understand the power of sharing ideas to create positive futures” (Katie Grubb, Australia, @katiegrubby).
Personal Awareness of “Being Global”
A major impact of becoming and being global for an educator is enhanced personal awareness of what it is and what is possible. This personal or individual awareness affects us all, sometimes dramatically, regardless of whether we live in a large city or a small rural community.
Stephanie, USA, tells us that being a global educator is inspiring, but takes work. “In order to effectively model and teach global engagement, the educator must first be deeply well engaged. This process takes time and effort to identify resources, especially given the frequency of change, in order to prepare and execute lessons” (Stephanie Wujcik, @StephWuj45). Edna, also from the USA, says, “The biggest impact thus far has been how these conversations, trainings, and support have given teachers permission to dream and take risks when designing work for kids. The students see this effort by their teachers and appreciate it. The kids love having the opportunity to get to know others around the world. They get so excited!” (Edna Pythian).
Matt Harris, from the USA, now working in Indonesia, is influenced by the term “cosmopolitanism” as it applies to being a global citizen and being able to take a global perspective and work and live beyond the home country. Read more about Matt in Case Study 2.9 in the ebook.
Cosmopolitanism is the ideology that all human ethnic groups belong to a single community based on a shared morality. A person who adheres to the idea of cosmopolitanism in any of its forms is called a cosmopolitan or cosmopolite.
In the context of this book, the Latin roots are “citizen of the world,” referring to the idea of international students and teachers being citizens of a society greater than their country of origin and being part of a true global community.
Enhanced Collegiality and Role Modeling
Global educators benefit from enhanced opportunities for networking and community building and enhanced collegiality with other educators within and beyond their immediate environment.
Moliehi, a head teacher in a local school in Lesotho who, through Microsoft opportunities and global connections, has traveled the world to learn more and bring new ideas back to her school, says, “Many teachers have used the opportunity to learn from me and to improve their teaching and learning” (Moliehi Sekese, @moliehi4sekese). Matt, Australia, tells us, “I am able to draw on a huge well of critical support for my ideas and gather [further] ideas, practices and possibilities from a global network of educators and non-educators. I can then work with others to translate this into our school context and see what works for us” (Matt Esterman,  @mesterman). Suud, from Nigeria, says, “I gain ideas which I will refer to as international ideas because these ideas come from different foreign regions or locations. I use these ideas to expose my students to the wider world” (Suud Hibatullah).
Global educators also become role models within their networks—mentoring and supporting others. The work of the global educator also helps to raise the profile of the school by sharing and exposing new experiences and showcasing extended connections. Although sometimes appreciated by school administrators as merely a marketing advantage, global educators know and understand the real meaning of global learning and spend time and hard work making collaborations work—sometimes to the detriment of other more rigid programs. Jason, Indonesia, tells us, “I am in touch with my PLN constantly mainly via Twitter. If I have a question, wondering, or challenge my first stop is my great network of almost 4,000 educators around the globe. I also share my ideas, thoughts, and knowledge whenever I can. It’s all about helping each other become the best educators and learners we can be. In the case of #pypchat it is sometimes hectic, and so many great ideas and resources being discussed. It is definitely a reflective process” (Jason Graham, @jasongraham99).
Pay it Forward
Although not always understood, often “outlier” in nature, being a well-connected and often well-known global educator provides a license to try out new learning experiences for both students and other educators.
Maggie, now teaching in India, relates “I think one of the impacts I have, as a global educator who has lived and worked in seven different countries, is that I have many connections in those countries for both the teachers and the students. I think our students in India also have very authentic connections with “real life” in India through our CSR programme” (Maggie Hos-McGrane, @mumbaimaggie). Dianne, USA, shares, “Being a global educator has provided me opportunities to learn about our sister community in Shaar HaNegev, Israel, and connect our students to bridge our two communities. The students have been thinking “outside the box,” learning about other cultures, comparing their lives to those abroad and asking meaningful questions. My students are growing up to be problem solvers and critical thinkers” (Dianne Shapp, @dshapp).
Transformation of Learning
The realization that learning can...