Affiliation:
1. University of Missouri, St. Louis, USA
Abstract
This paper addresses the integration of global competencies into an educational technology course. A global and digital experience was included using the global read aloud (GRA), a global book club in which educators connect to teachers and classrooms around the world to learn alongside each other. The module learning objective was to provide an authentic context for online graduate students to develop and practice technology skills. The GRA provided the 63 in-service teachers a platform for authentic collaboration. A combination of conventional and directed content analysis methods with a values coding approach were applied. A multi-tiered analysis determined four levels of multiple perspective-taking identified as attainable or valued through the GRA experience. This study shows how global education can be embedded in an educational technology course. Implications for curriculum design and implementation in teacher education programs are presented.
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