# data[].attributes.headline
Connected With Teachers in the USA and Europe

# data[].attributes.subject
Connected With Teachers in the USA and Europe

# data[].attributes.body
This is a fantastic program and so much fun! Considering applying. If you have any questions please contact me at Dr. Rhett Oldham roldham@sgdragons.org

# data[].attributes.attachment_link.readable_text
January 14, 2024 - March 17, 2024

(Deadline: December 15, 2023)

What is the Transatlantic Educators Dialogue (TED) Program?

The Transatlantic Educators Dialogue (TED) Program is a one of a kind opportunity for educators in the United States and Europe to come together online for shared exploration and examination of a variety of educational topics, such as global collaboration, supporting diverse learning needs, parental involvement, and technology in the classroom.

TED represents a unique experience in educational diplomacy and facilitates the exploration of new and diverse cultures. It is also a fantastic chance to build networks with fellow educators and foster global learning opportunities. 2024 marks the 15th year of the Transatlantic Education Dialogue program and we are excited to welcome a new cohort of teachers into the TED alumni network.

Who is involved with TED?

A total of 35-40 educators in the United States and Europe will be involved.

Participants may be current teachers, pre-service teacher education students, school administrators, graduate students, and education faculty.

Where does TED meet?

Why participate in TED?

Learn about educational systems and realities in diverse cultural and policy contexts

Network with transatlantic counterparts

Access to opportunities for career development, professional reflection, and growth, acknowledged in an official capacity at the end of the program

Develop critical thinking and analytical skills, with a focus on making connections between current events and material covered in our discussions

Share experiences with other educators, maintain connections with other participants, and have your students engage in online classroom exchanges

Upon successful completion of the program, all participants will receive a Certification of Completion indicating the number of program hours (15).

Illinois teachers interested in receiving Professional Development Hours (PDH) from the University of Illinois for this program must contact the program coordinator in advance. U.S. teachers not from Illinois may use this program to register for professional development credit in their home states.

How much does TED cost?

There is no application fee for TED. Please submit your application using the online application form available here.

TED 2024 Schedule of Sessions

Please double-check the session start time for your time zone here.

2

January 21, 2024, 12 P.M. CST (U.S.) / 19.00 CET (Europe)

U.S. and European Schools: Similarities and Differences

9

March 10, 2024, 12 P.M. CDT (U.S.) / 18.00 CET (Europe) *please note earlier start time for European participants

Supporting Diverse Learning Needs

10

March 17, 2024, 12 P.M. CDT (U.S.) / 18.00 CET (Europe) *please note earlier start time for European participants

Best of TED Intersession

Here is what participants from the TED 2022 program had to say:

"TED has been an incredible opportunity to exchange with teachers from different countries. One of the great things about the way it is organized is that it can evolve with what the group needs. It has opened a whole new range of possibilities for me in terms of teaching practices and tools but I believe the strongest point about it is the community it builds with the perspective of working together beyond the few months of the weekly meetings. It is very refreshing to be able to exchange with people who are eager to learn and share about teaching methods and I know this experience will keep bearing fruit in the long run." - Anne-Sophie Saint-Sulpice (France)

"Since 2008, as eTwinner and co-coordinator of Erasmus projects,I discovered the benefits of collaboration with foreign teachers. This year I had a new opportunity, collaborate with teachers from Europe, but also from the United States,and it was amazing. I found very nice people, with open minds and willing to share, and learn, from each other. The TED Program must be treasured, because it brings to all participants outstanding experiences, and helps each of them to be better teachers. That happened to me." - Maria Antónia Brandão (Portugal)

"TED 2022 experience was a breath of fresh air for me working and collaborating with inspiring peers from Europe and the USA. Getting to know teaching strategies and varied applications in other parts of the world, sharing good practices, bringing the world to my tiny computer screen each Sunday; TED programme was a powerful professional development. I believe teachers learn from each other and we will continue our strong bounds thanks to the programme. We're a proud family!" - Hasret Katırcıoğlu (Turkey)

"Participating in the TED program has enriched both my professional and personal life. I have networked and made potential plans to co- present at a conference in France next summer. I realized that despite our different cultures we all have the same basic tenets for education... there are so many commonalities. I love that there is an alumni program to continue to collaborate with colleagues from around the world. I learned so much from the other participants... just as much as I shared. It wasn't a ton of extra work like I thought it might be. I am so glad I said yes to this program!" - Andrea Isabelli (USA)

How to participate in TED?

For further information, please contact the TED Moderator, Dr. Rhett Oldham (jmoldham@illinois.edu).

Sponsored by the European Union Center and College of Education at the University of Illinois at Urbana-Champaign.
The EU Center is a National Resource Center funded through the US Department of Education's Title VI Grant and a Jean Monnet Center of Excellence funded through the European Union.

# data[].attributes.attachment_link.title
Transatlantic Educators Dialogue Program (TED)

# data[].attributes.attachment_link.description
January 14, 2024 - March 17, 2024 (Deadline: December 15, 2023) What is the Transatlantic Educators Dialogue (TED) Program? The Transatlantic Educators Dialogue (TED) Program is a one of a kind opportunity for educators in the United States and Europe to come together online for shared exploration and examination of a variety of educational topics, such as global collaboration, supporting diverse learning needs, parental involvement, and technology in the classroom.

# data[].attributes.body
Get connected with a global professional in several fields of science.

# data[].attributes.attachment_link.description
Skype a Scientist matches your classroom, scout troop, or library with scientists for Q&amp;A sessions for free!

# data[].attributes.headline
NFLRC Project Based Language Learning Resources

# data[].attributes.subject
NFLRC Project Based Language Learning Resources

# data[].attributes.body
Learn about PBLL, hear from language educators employing it in their practice https://nflrc.hawaii.edu/pbll/. "Short courses" on this page are links include podcast episodes and webinars with teachers sharing examples of PBLL in practice

# data[].attributes.attachment_link.readable_text
New to PBLL?

Get Inspired and Take the Plunge!

Novice Practitioner

Deepen Your PBLL Knowledge and Practice

A Pathway to PBLL

We recommend the following course of study

1. Intro to Project-Based Language Learning (PBLL)

What is Project-Based Language Learning (PBLL)?

The NFLRC defines PBLL as a transformative learning experience designed to engage language learners with real-world issues and meaningful target language use through the construction of products that have an authentic purpose and that are shared with an audience that extends beyond the instructional setting.

PBLL can be conceived as a series of language learning tasks that are articulated toward a common goal: the construction of a public product representing a response to a challenging problem or question.

NFLRC work on project design is informed by PBLWorks guidelines and materials, such as Gold Standard PBL: Essential Project Design Elements and High-Quality Project-Based Learning (HQPBL). These two complementary sets of guidelines, which took shape in the early and late 2010s, respectively, provide slightly different vantage points on well-designed PBL. The NFLRC made a conscious decision to base its work on PBLWorks guidelines and materials because they are widely used across schools in the U.S. and provide a common referent for project design for teachers in all content areas. The use of a common pedagogical model also helps to create opportunities for language instructors to collaborate with instructors in other disciplines. The integration of world language pedagogy, standards, and research into project design and teaching practices is central to all NFLRC work on PBLL.

New to PBLL?

Here are some videos that explain what project-based learning (PBL) is, offer additional considerations needed for project-based language learning (PBLL), and give examples of projects that have been developed in conjunction with the NFLRC:

From PBL to PBLL

Project Examples

Want to incorporate PBLL in your classroom?

You're in luck! The NFLRC has developed the Envisioning PBLL MOOC (massive open online courses). In this free self-study course, participants can become familiar with the main concepts of high-quality PBLL, and its outcome is an instructional design document called a Product Square. Conceptualized and adopted by NFLRC institute leaders in several PBLL and utilizing backward design, the Product Square prompts the project designer to consider how essential project elements are addressed and to identify what challenges may need to be overcome.
Envisioning PBLL MOOC now open through March 31, 2023. Registration deadline: February 24, 2023
Currently under development, a second MOOC, titled Designing PBLL, will take the next steps forward, applying the main concepts of high-quality PBLL to the design of a specific project. Its outcome is an instructional design document called a Project Blueprint. The Project Blueprint outlines the main design aspects of a high-quality project, including the challenging problem or question ("driving question"), relevant student learning outcomes (SLOs or "can-dos") and associated assessments, and instructional tasks designed to activate second language acquisition processes.

Need help thinking of project ideas?

The Project Repository is a collection of standards-based instructional blueprints for instructors with instructions to guide the implementation of a project. Sample projects in this collection contain descriptions of the core elements of the projects, including a) a project summary, b) expected outcomes, c) task descriptions, sequences, and timelines; d) necessary scaffolding for content and technology; e) detailed assessment information and rubrics; and f) materials needed for implementation (e.g., student handouts, audiovisual or print materials).

Planning a project can be a real challenge - not least because PBLL involves connecting with real-world communities as partners, informants, and maybe even as an audience. The Project Blueprint is intended to scaffold design for a high-quality project. Think of it as a series of questions to ponder and answer in your very own copy of our Google Docs template. The Project Blueprint template takes you through the design of a project piece by piece, asking you to consider your challenging problem or question ("driving question"); generate anticipated "need-to-knows"; identify and reach out to your community partners; select relevant authentic materials; define student learning outcomes (SLOs or "can-dos") and design associated assessments; and design instructional tasks leading toward those outcomes, among many other aspects of design.

The Project Blueprint comes in several flavors. Here we offer you a "lite" version called the PBLL Project Design Overview as well as a version of the "full" document and a rubric that can be used to assess a completed Blueprint.

Lite version

Full version

On the "lite" side, PBLL Project Design Overview. This choice is good for educators who would like to sketch out the "big idea" for a project.

On the "fully detailed" side, PBLL Project Blueprint. This choice is good for educators who are ready to undertake full-scale, detailed planning of a project. Those using the Project Blueprint may also be interested in the rubric used for assessing completed Project Blueprints.

Use Google Docs' "Save a copy..." function to start working on your own copy of these read-only documents.

Our PBLL Summer Institutes are designed for world language educators who have some knowledge of Project-Based Language Learning (PBLL) as well as some practice in generating project ideas. During the Institute, participants flesh out their ideas for a project design they have already subjected to critique, assisted by colleagues and guided by language professionals with background in project-based learning, language pedagogy, instructional technology, and assessment.

As a prerequisite, applicants must typically complete the Envisioning Project-Based Language Learning MOOC and earn a completion badge in order to qualify for consideration for the Institute.

Since 2015, all our NFLRC Summer Institutes have focused on PBLL.
Our 2023 Summer Institute Project-Based Language Learning in Action will take place May 31-June 7, 2023. Application deadline: March 17, 2023.

The purpose of the Mentoring Program for Project-Based Language Learning is to leverage the experience and expertise of the skilled cadre of veteran PBLL practitioners who have participated in extended professional learning as resources supporting the professional learning of the rising generation of new PBLL practitioners. The mentors will be world language teachers who have completed the NFLRC PBLL Summer Institute or professional development offered by the Buck Institute for Education and implemented PBLL in their classes. The mentees are world language teachers who are interested in learning about PBLL and how to implement PBLL in their classrooms. One mentor will be paired with one mentee through a semester to provide support and consultation about PBLL. Mentors will also share their personal experiences and knowledge in adopting PBLL. Mentors and mentees will use open educational resources (OERs) on PBLL developed by NFLRC as supporting materials. The mentoring will be conducted virtually via email, phone, or videoconferences. After completing the mentoring program and submitting an evaluation survey, the mentor will be awarded with a digital badge as a PBLL Mentor.

# data[].attributes.attachment_link.description
Get Inspired and Take the Plunge! Deepen Your PBLL Knowledge and Practice We recommend the following course of study 1. Intro to Project-Based Language Learning (PBLL) The NFLRC defines PBLL as a transformative learning experience designed to engage language learners with real-world issues and meaningful target language use through the construction of products that have an authentic purpose and that are shared with an audience that extends beyond the instructional setting.

# data[].attributes.body
These are available translated in certain languages: check the upper right corner.

# data[].attributes.body
This is also available in a number of languages

# data[].attributes.headline
Ideas to promote cross-cultural understanding with SDGs

# data[].attributes.subject
Ideas to promote cross-cultural understanding with SDGs

# data[].attributes.body
1. Partner with others globally (through CILC, for example) so students can collaborate around one or more SDGs.
2. focus on (and interact with) innovators in countries around the world facing these issues, rather than exclusively focusing on developing countries as "victims"

# data[].attributes.attachment_link.title
Worlds Largest Lesson - Emma Watson Introduction | Global Goals

# data[].attributes.attachment_caption
Rian - Tohoku Earthquake and Tsunami 2011

# data[].attributes.headline
Knox Grammar Preparatory School Examples.

# data[].attributes.subject
Knox Grammar Preparatory School Examples.

# data[].attributes.body
We engage in inquiry-based learning by exploring natural disasters and creating warning systems to be implemented in communities. Our approach involves using micro:bits for coding and developing solutions aimed at preventing loss of life during these catastrophic events.

https://sites.google.com/knox.nsw.edu.au/knoxpreppresentations/home

https://storymaps.arcgis.com/stories/b36a97a88eba440abdb4bc54d207e6f0

https://storymaps.arcgis.com/stories/7cb4f3c671d44db88633c663cb7242f1

https://arcg.is/1i0rv5

https://arcg.is/0zHG9W0

https://arcg.is/00PGiK

# data[].attributes.attachment_link.title
DE SAYRAH - BLOOD, Rian - Tohoku Earthquake and Tsunami 2011

# data[].attributes.body
https://www.cilc.org/

# data[].attributes.body
Which tools do you use for global collaboration?

# data[].attributes.headline
Here is a link to a shared slide deck to collect ideas / thoughts

# data[].attributes.subject
Here is a link to a shared slide deck to collect ideas / thoughts

# data[].attributes.headline
Topic: Ed Tech Tools and Global Collaboration

# data[].attributes.subject
Topic: Ed Tech Tools and Global Collaboration

# data[].attributes.body
Facilitated by Steve Sherman

# data[].attributes.headline
Real time statistics on issues connected to the SDGs

# data[].attributes.subject
Real time statistics on issues connected to the SDGs

# data[].attributes.body
Real time statistics on a number of issues that connect to the SDGs (climate, famine/malnutrition, recycling, health, etc.) Only available in French, but maybe see if a similar site exists in English (or other languages)

# data[].attributes.attachment_link.readable_text
C'est la concentration de On considère que la limite qu'il ne faudrait pas dépasser devrait être 350 ppm ; 390 ppm C02 dans l'atmosphère en 2012 contre 385, 99 ppm en novembre 09

mais ce niveau a constamment été dépassé depuis 1988.

Selon un Rapport spécial du GIEC (SRES, 2000),les émissions mondiales de GES (en équivalent-CO2) augmenteront de 25 à 90 % entre 2000 et 2030 !

GES anthropiques . Les activités humaines engendrent des émissions de quatre GES à longue durée de vie : le CO2, le méthane (CH4), l'oxyde nitreux (N2O) et les hydrocarbures halogénés (un groupe de gaz contenant du fluor, du chlore ou du brome).

77%

Dioxyde de carbone. Entre 1970 et 2004, les rejets annuels de CO2 sont passés de 21 à 38 gigatonnes (Gt), soit une progression d'environ 80 %, et représentaient 77 % des émissions totales de GES anthropiques en 2004.

Activités polluantes. La cause première de la hausse de la concentration de CO2 est l'utilisation de combustibles fossiles (pétrole, charbon gaz) ! Or des alternatives aux énergies fossiles existent : découvrir nos dossiers Biocarburant et Energies renouvelables

340 000 000 000
340 milliards de tonnes de C02 sont stockées dans les forêts tropicales

Défricher 1 hectare de forêt sous les tropiques correspond à émettre l'équivalent de 120,3 tonnes de CO2 ; contre 62,9 t. en zone tempérée (travaux de Paul West, Université du Wisconsin)
Que représente 1 tonne de CO2 ?
Comment limiter vos émissions de CO2 ?

Découvrez 31 résolutions écologiques anti-CO2

# data[].attributes.attachment_link.title
Co2 : statistiques mondiales écologiques en temps réel

# data[].attributes.attachment_link.description
C'est la concentration de On considère que la limite qu'il ne faudrait pas dépasser devrait être 350 ppm ; 390 ppm C02 dans l'atmosphère en 2012 contre 385, 99 ppm en novembre 09 mais ce niveau a constamment été dépassé depuis 1988.

# data[].attributes.headline
Nifty Fifty Tips and Tools for Global Citizenship

# data[].attributes.subject
Nifty Fifty Tips and Tools for Global Citizenship

# data[].attributes.attachment_link.readable_text
Presenters

Session description

We'll share 50 tools, tips and strategies for including global citizenship in all grade levels. We'll also explore tools you can use and discuss strategies to try in your lessons. Then, you'll have time to collaborate and vote for the best tools.

Purpose & objective

Purpose:
When we talk about why Global Citizenship matters, we are being called to focus on ISTE Standard 1.3.A: asking teachers to create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community.

During this fast-paced session, we will share several tools for promoting global citizenship for students in grades K-12. With each tool, we will also offer tips on ways to use the tools to foster global citizenship in your students. Participants will also try some tools as we collaborate, discuss, and learn together. We will use various interactive activities throughout the session to keep participants engaged. Topics of tools and tips will include Tools to Communicate, Tools to Collaborate, Tools to Teach Global Citizenship, Class Activities to Promote Global Citizenship, and Tools to Create Projects.

Objectives:
- Participants will learn about various tech tools that can be used to develop global citizenship.
- Participants will deepen their understanding of global citizenship.
- Participants will collaborate and discuss new strategies to promote global citizenship.

Outline

4 Minutes - Introduction + welcome poll
4 Minutes - what is Global Citizenship, and why does it matter
7 Minutes - 1-10 - Tools to Communicate
2 minutes - VOTE for the #1 choice of communication tools
7 minutes - 11-20 - Tools to Collaborate
2 minutes - VOTE for the #1 choice of collaboration tools
7 minutes 21-30 - Tools to Teach Global Citizenship
2 minutes - VOTE for the #1 choice of tools to teach Global Citizenship
7 minutes - 31-40 - Class activities to promote Global Citizenship
2 minutes - VOTE for the #1 choice of activity to promote Global Citizenship
7 minutes - 41-50 - Tools to Create Projects
2 minutes - VOTE for the #1 choice of the tools to create projects
3 minutes - FINAL VOTE of the top 5 tools for the ultimate WINNER
4 minutes - Closing and Q/A

Supporting research

"Teaching Global Citizenship to Young Children." Multicultural Kid Blogs, 4 Jan. 2021, multiculturalkidblogs.com/2021/01/04/teaching-global-citizenship-to-young-children/.

administrator, SFYouth. "Teaching and Evaluating Global Citizenship Classroom Activities." Sfyouth.eu, sfyouth.eu/index.php/en/sfyouth-toolkit/global-citizenship-education/teaching-and-evaluating-global-citizenship-classroom-activities. Accessed 21 Sept. 2022.

‌NCTE. "Teaching Global Citizenship and Multicultural Education during the COVID-19 Global Pandemic." NCTE, 19 Jan. 2022, ncte.org/blog/2022/01/teaching-global-citizenship/. Accessed 21 Sept. 2022.

‌McCarthy, Joe. "What Is a Global Citizen?" Global Citizen, Sept. 2019, www.globalcitizen.org/en/content/what-is-a-global-citizen/.

‌Paradise, Primary. What Is Global Citizenship and Why Should You Focus on It in Your Classroom? 1 Nov. 2021, www.myprimaryparadise.com/2021/11/01/global-citizenship/. Accessed 21 Sept. 2022.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Creating Projects for the Planet: Climate Action Education for PK-12 Classrooms

# data[].attributes.subject
Creating Projects for the Planet: Climate Action Education for PK-12 Classrooms

# data[].attributes.attachment_link.readable_text
Presenters

Dr. Jennifer Williams has dedicated herself for 25 years to the field of education through her roles as an education activist, professor, school administrator, literacy specialist, and classroom teacher. As an educator and author of the ISTE book, Teach Boldly: Using Edtech for Social Good, she champions teachers to use educational technology purposefully for the planet and its people​. She is a professor at Saint Leo University and the co-founder of TeachSDGs and the non-profit organization Take Action Global. Connect with Jennifer on Twitter at @JenWilliamsEdu and at www.jenwilliamsedu.com.

Senior Program Strategist

As an edtech working mom of five, I have mastered the art of multitasking. I can create content, facilitate a virtual learning session, and break up a sibling argument all while keeping a pot off coffee brewing. When I'm not revolutionizing the education system, you can find me binge-reading educational documentaries and trying to convince my kids to appreciate the beauty of a well-organized lesson plan.

Session description

Looking for ways to inspire your students to become instruments of positive change? Join this inspired session to learn ways to fuel the collaborative classroom and empower students to take action for the planet and its people. The latest research and trends around climate education with practical ideas will be provided.

Purpose & objective

The purpose of this session is to showcase ways educators can integrate climate action education across the curriculum through global collaboration and inquiry. Topics and examples will share programs and projects that allow students at every age and across all content areas to examine local and global issues and use collaborative technologies to work with others to investigate solutions around sustainable development and environmental literacy.

Climate action education instructional design priorities:
- global collaboration
- digital agency and action
- project-based learning
- equity, access, and inclusion
- recognition of learning

The presenter will share alignments of the ISTE Standards to instructional practices as outlined in her ISTE book Teach Boldly: Using Edtech for Social Good, connecting to ISTE Standards for Educators and ISTE Standards for Students.

Global Collaborator: Session participants will engage with programs that assemble and mobilize communities of global classrooms to take action for the planet by using digital technologies to connect, share ideas, learn from global experts, and get feedback through multiple perspectives.

Innovative Designer: Session participants will explore ways students can intentionally use the design process to generate ideas and possible solutions to a relevant problem, select technology tools and resources to support progress, and work from phases of inspiration to ideation to implementation as Innovative Designers.

Knowledge Constructor: Session participants will discover ways to support students as Knowledge Constructors in their effective use of data-driven research and in their roles as critical consumers of information and resources during the process of creating connections in the learning process.

Designer. Participants will engage in a process of critical inquiry during the course of the session to examine ways they can use technology, innovative instructional practices, and the design process to personalize learning for students.

Models/programs to be shared include:
1. Environmental literacy, climate education, service learning
2. Education for Sustainable Development (and UN Global Goals)
3. Human-centered design
4. Asset Based Community Development
5. Social good global collaboration projects, including the Climate Action Project, Climate Action Schools, and Climate Action Day
6. Community education programs, including Project Kakuma (Kakuma Refugee Camp, Kenya)
7. EarthProject app and Climate Action Booklist for Classrooms
8. Digital badging and credentialing

Evidence of success will be indicated through creation of a digital toolkit for implementation in the classroom.

Presenter will use an interactive, multimedia presentation to engage audience members. Open discussion will further encourage attendee participation through sharing, dialogue, and exploration of topics. Weblinks, digital graphics, and video will be used to model concepts. New digital technologies that allow educators to connect and collaborate will be demonstrated and then attendees will be invited to participate in discussion, inquiry, and discovery of practice and perspective.

Outline

5 minutes Welcome, introductions, overview
5 minutes Review objectives of session
5 minutes Define: What is climate action education?
15 minutes Inspiration: What is possible? Project exemplars, showcase global examples
15 minutes Ideation: How to get started and take action? Guided action
process, connecting climate action across the curriculum
- device-based activity to curate a collection of ideas
10 minutes Implementation: What supports are available to ensure equitable access to climate education? Build your toolkit with resources, tech
tools, projects, and organizations, time for Q&A (through use of
interactive technologies)
5 minutes Closing: Let's keep the conversation going!

Supporting research

Climate Literacy Petition (Fridays for the Future, EarthDay Org, Take Action Global, 2022, https://www.earthday.org/press-release/fridays-for-future-earthday-org-take-action-global-release-climate-literacy-statement-on-earth-day/) for worldwide access to climate literacy and education programs to ensure a holistic understanding of the ongoing climate and biodiversity crisis and its underlying causes and consequences; supporting a fully integrated, assessed climate and environmental education that will facilitate the development of sustainable innovations and solutions and empower students to actively engage in creating a just, sustainable society; supporting climate and environmental education programs that ensure:

- Access. All schools and universities must include climate change related courses in their programs.
- Equity. Climate education must be available for everyone at every level of education, regardless of their ethnicity, age, sex, or social status.
- Availability. Climate literacy programs should be accessible both on-line and off-line, through education platforms which will bring knowledge both to students, teachers, and adults, beyond borders.
- Integration Across Disciplines. Climate education must be integrated into the core values and content across the curriculum. Students must learn about the scientific, social, and ethical dimensions of the climate crisis.
- Professional Training and Professional Development. All education professionals must be trained in climate education and be provided with lesson schemes and teaching materials.
- Support for Climate Anxiety. Education institutions must provide the tools and support to help teachers and learners cope with climate anxiety and mental health issues.
- Active Citizenship. Education institutions must engage and provide students opportunities for active citizenship to take responsibility for nature and society.
- Innovation and Infrastructure. Education institutions must be innovators. Schools must be NET0 by 2030 and all newly built schools must be emissions-free.

Supporting research
Aspen Institute (n.d.). K12 climate action plan. Aspen Institute.

Jensen, V (2021). Getting every school climate-ready: How countries are integrating Climate change issues in education. UNESCO.

Kwauk, C. (2021, August). Roadblocks to quality education in a time of climate change. Brookings.

Kwauk, C., & Casey, O. (2021). A new green learning agenda: Approaches to quality education for climate action. Center for Universal Education at Brookings.

Kwauk, C., & Winthrop, R. (2021, August 12). Unleashing the creativity of teachers and students to combat climate change: An opportunity for global leadership. Brookings.

Lawson, D. F., Stevenson, K., & Carrier, S. J. (2019, May). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 1-5.

NAAEE (2021). Identifying effective climate change education strategies. University of Florida.

OECD (2021, January). Green at fifteen: What schools can do to support the climate. Education and Skills Today.

Rost, L., Cooke, J., & Fergus, I. (2021). Reimagining climate education and youth leadership: Survey report. Sida.

Torralba, A., & Kwauk, C. (2021, December 8). New research: World fails in climate education despite urgent need to act. Education International.

UNESCO (2021). Learn for our planet. A global review of how environmental issues are integrated into education. UNESCO.

UNESCO (2021). Reimagining our futures together: A social contract for education. International Commission on the Futures of Education. UNESCO.

UNESCO (2021). Teachers have their say: motivation, skills and opportunities to teach education for sustainable development and global citizenship. UNESCO.

UNESCO. (2020). ACE national strategic planning framework for the United States. UNESCO.

UNESCO (2020). Education for sustainable development: A roadmap. UNESCO.

UNESCO. (2016). Action for climate empowerment: Guidelines for accelerating, training, and public awareness. UNFCCC-UNESCO.

United States Global Change Research Program (n.d.). National climate assessment.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Using PBL , SEL and Career Connections for Global Change

# data[].attributes.subject
Using PBL , SEL and Career Connections for Global Change

# data[].attributes.attachment_link.readable_text
Purpose & objective

The purpose of our poster session is to show our county's successes with creating and implementing a PBL experience for our students over the summer that integrates the sustainable development goal of ending world hunger. The participant outcomes for our session include:
-An overview of the SDGs and PBLs for a foundational understanding
-An understanding of the technology resources used for planning and implementation
-Access to our PBL for immediate implementation for poster attendees
-Shared strategies to help with the authenticity of the project (how to involve community partners, ideas on who and how to contact subject matter experts)
-Gain ideas on how they can create future PBLs and how to integrate the SDGs to create awareness of global issues

Outline

5 minutes - Introduction

5 minutes - Infographic of what PBL and SDGs are and the rationale for building our summer experience and the breakdown of each day

10 minutes - Peer to Peer interaction to share our PBL structure, lesson plans, activities

10 minutes - Peer to peer interaction to share with the audience our students' final products, builds, and presentations

10 minutes - Sharing digital resources, PBL website created to take with them to implement

5 minutes - Questions/Opportunity to play one of the games our students created during our PBL experience

Supporting research

https://sdgs.un.org/goals

https://sdgs.un.org/topics/food-security-and-nutrition-and-sustainable-agriculture

https://store.pblworks.org/products/setting-the-standard-for-project-based-learning

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Writer's Notebook: Voice, Choice and Global Thinking

# data[].attributes.subject
Writer's Notebook: Voice, Choice and Global Thinking

# data[].attributes.attachment_link.readable_text
Educational Leader, Visionary & School Principal who empowers educators to be innovators & students to be the change-makers of the world. Founder of #OurGlobalClassroom & #theglobalwrite A motivated, enthusiastic education specialist and Internationally renowned guest speaker. With a vast array of experience in fostering a cohesive learning atmosphere while embracing emerging knowledge of effective teaching and learning theory, with an emphasis on the delivery of thorough and engaging education programs to students as well as the development and growth of strong school communities. This passion has fuelled world speaking tours to highlight the importance of preparing students to be 'future ready' something that aligns with the SDGs.Educational Leader, Visionary & Leading Teacher who empowers educators to be innovators & students to be the change-makers of the world. Founder of Our Global Classroom and The Global Write. I am a motivated, enthusiastic education specialist and Internationally renowned guest speaker. With a vast array of experience in fostering a cohesive learning atmosphere while embracing emerging knowledge of effective teaching and learning theory, with an emphasis on the delivery of thorough and engaging education programs to students as well as the development and growth of strong school communities. I believe in a world where we all learn together.

Victorian Department of Education Australia

Purpose & objective

The Global Write is used by 163 schools all around the world. Participants will be provided with experience for all ages that develops thinking, creativity, and student's voice. A place where learners can write about the world with the world.

With a weekly task, learners from all over the world can submit their work and be provided with an authentic global audience. In the session, there will be a model of how to set up personalized lessons for class needs. Participants will engage with AR experiences in Refugee Camps, meet youth leaders changing the world, and learn how the SDGs play a huge part in classroom learning.

View the Gallery here https://theglobalwrite.com/gallery/ to see the success of this work in classrooms from all over the globe.

With the integration of media literacy, tools such as Microsoft FLIP, Wakelet, Buncee to name a few, and YouTube bring the world to students' fingertips.

The choice is given by multiple prompts that address all learning needs. Students are the leaders of their learning.

Lessons are provided with clear instructions, and all are linked to a gradual-release instructional model.

Outline

Session will see the following:
10 min - Introduction of The Global Write and the journey to its development
5 mins - Participants explore.
15 mins - Modelling of how a lesson would be running in the classroom with participants as the students.
20 mins - participant work time - peer-to-peer and device-based learning.
5 mins - Closure and Questions.

Supporting research

https://theglobalwrite.com/
Writing Workshop Essentials - Time, Choice, Response by Katie Wood Ray
All Writers Notebook work by Ralph Fletcher

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Global Journey Through VR & AR: Fostering Empathy & Awareness

# data[].attributes.subject
Global Journey Through VR & AR: Fostering Empathy & Awareness

# data[].attributes.attachment_link.readable_text
Presenters

Director of Technology & Innovation

Christine Lion-Bailey serves as Director of Tech & Innovation and Elementary Principal in the Morris Plains School District in New Jersey. She also is a professor of teacher education at Ramapo College of NJ. Christine is the Chief Strategy Officer/Founder of Ready Learner One, an innovative learning solutions provider. Christine sits on the Advisory Board for Pace University Transformative Leadership Program and for CDW Education. She is co-author of Reality Bytes: Innovative Learning Using Augmented & Virtual Reality and The Esports Education Playbook: Empowering Every Learner Through Inclusive Gaming.

Session description

Learn how leveraging AR and VR can eliminate barriers and provide students with authentic learning experiences while fostering global awareness and building empathy. Learn about the differences between AR and VR and tools/practices for incorporating these innovative technologies across multiple grade levels and content areas in meaningful ways.

Purpose & objective

Join in for an immersive learning experience that will guide educators through the worlds of Augmented Reality and Virtual Reality to learn strategies for implementing them across content areas while fostering empathy and global awareness. Activities will be shared for various AR and VR tools and resources, including, but not limited to, CoSpaces, Google Earth, Google Expeditions, The Homeless Experience, Blu, and more. Participants will walk away with implementation strategies, example activities, and a proficient understanding of how AR and VR can be leveraged to foster empathy and global awareness.

Objectives:
1. Participants will be able to identify and define Augmented Reality and Virtual Reality as instructional tools to engage student learners.
2. Participants will be able to experience and reflect upon authentic AR and VR instructional strategies and activities that span a variety of content areas and grade levels.
3. Participants will be able to connect AR and VR instructional strategies with opportunities to foster empathy and global awareness within student learners.

Outline

The presentation will be broken into 20% lecture of information, 50% demonstration of tools, and 30% try on your own. There will be opportunities for turn and talk as well as audience participation.

Supporting research

Lion-Bailey, C., Lubinsky, J., & Shippee, M. (2020). Reality bytes: Innovative Learning using augmented and virtual reality. Dave Bugress Consulting, Inc.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Global Collaboration Playground: Passport to Social Good

# data[].attributes.subject
Global Collaboration Playground: Passport to Social Good

# data[].attributes.attachment_link.readable_text
Presenters

Session description

Join a global experience to connect your classroom to the world and learn how to make an impact using SDG projects. Fill your digital passport by participating in interactive stations, project signups and obtain resources. Start your global collaboration adventure by learning to be positive, active participants in the world.

Purpose & objective

Purpose
The purpose of this playground is to provide a space where participants can connect with each other, learn about global collaboration projects, and design their own projects using the United Nations SDGs as a framework.

Objectives:
Participants will:
Learn about ways to connect and collaborate with colleagues around the world
Participate in a live global collaboration experience
Learn how to apply the UN Sustainable Development Goals to global collaboration projects
Hear inspiring stories from educators around the globe on the presentation stage
Connect global ISTE educators together whether attending ISTE 23 in person or virtually

Outline

Outline:
Content and activities:
Digital Passport- To encourage participants to visit multiple stations throughout the playground, we will have a digital passport. As participants visit each station, they will receive a code to unlock a digital SDG icon. If they unlock all 17, they will be entered for a giveaway. This passport will act as a digital file for playground visitors to access the resources all in one place.
Live mind map- Participants will share where they are from, and data will be displayed in real time to show a visual representation of global locations. We will share out to online participants as well. for participants to share where they are from.
There will be a place both physically and digitally for teachers to connect, network and collaborate on ideas for SDG-connected collaboration projects.
Presenters for tables will showcase their best global collaboration projects focused on the SDGs. The tables will have interactive elements using different technology tools for collaboration and ideally a way for participants to try things out.
Call to action as participants leave the playground- Participants will be encouraged join a database or padlet to keep sharing ideas and connect after the conference is over.
Live & pre-recorded presentations from educators around the globe will be streaming as part of the presentation stage presentations. They may include topics such as: inspiring stories from global educators, ways to connect the global community, example global collaboration projects, highlighting projects that focus on one of the 17 SDGs. Playground coordinators will moderate these presentations.
Sandbox tables will cover a variety of hands on activities and presentations and will cover topics such as: projects focusing on all or some of the 17 SDGs, example projects connecting the global community, resources for global collaboration, a live map of current attendees both in person and virtual to foster collaboration and community, and more.

Table Stations:
Each presenter (or set of presenters) will have a table for 1 hour. There will be 12 presenters or pairs during the playground. They will switch on the 1-hour mark.

Supporting research

Asia Education Article- https://www.asiaeducation.edu.au/professional-learning/pathways-and-toolkits/global-collaboration/global-collaboration

SDGs overview- https://sdgs.un.org/goals

iEarn- https://www.globaledguide.org/learn

World Savvy, global competence- ​​https://www.worldsavvy.org/our-approach/global-competence/

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
GIS in Your Classroom: Incorporate Mapping Activities to Increase Real-World Applications

# data[].attributes.subject
GIS in Your Classroom: Incorporate Mapping Activities to Increase Real-World Applications

# data[].attributes.attachment_link.readable_text
Purpose & objective

ArcGIS Online is a cloud-based mapping program freely available to all K12 schools. GIS is a proven method to help students gain 21st century technical skills for further education or employment. It provides the background knowledge and analytic skills for tackling local and global challenges. Learn ways to incorporate this free ArcGIS Online School account into your classroom. We will explore lesson plans provided by ArcGIS, plans created by other educators and more. Bring a laptop to participate in this interactive session.

After attending the session, participants will be able to:
Sign-up for and set-up a free ArcGIS Organizational account for their school
Identify lesson plans that they can use with their students
Identify other learning opportunities to use ArcGIS with their learners, including storymap creations

Outline

0:00-0:05 Overview of the content
0:05-0:10 Define GIS and why it is important
0:10-0:20 Explore ArcGIS Online through a scavenger hunt / padlet sharing
0:20-0:35 Participate in a GeoInquiry / hands-on
0:35-0:50 Learn how storymaps work /hands-on
0:50-0:55 Next steps and reflection (padlet)
0:55-0:00 Wrap-up and questions

Supporting research

Thomas R. Baker (2015) GeoInquiries: Maps and Data for Everyone, The Geography Teacher, 12:3, 128-131, DOI: 10.1080/19338341.2015.1119055

Kerski, J.J., Baker, T.R. (2019). Infusing Educational Practice with Web GIS. In: de Miguel González, R., Donert, K., Koutsopoulos, K. (eds) Geospatial Technologies in Geography Education. Key Challenges in Geography. Springer, Cham. https://doi.org/10.1007/978-3-030-17783-6_1

"GIS for Schools: Online Maps for Classrooms & Administration." GIS for Schools | Online Maps for Classrooms & Administration, www.esri.com/en-us/industries/k-12-education/overview?rsource=www.esri.com/en-us/industries/education/schools/educator-support.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Girls Who Game: Agents for Community Change

# data[].attributes.subject
Girls Who Game: Agents for Community Change

# data[].attributes.attachment_link.readable_text
Presenters

Ashley Faulkner is a STEM Learning Coach from Lexington, Kentucky. In this role, she not only operates the district's STEM Bus serving all 40 Elementary schools, but also leads district-wide initiatives and trains teachers to implement STEM into their classrooms.

Senior Education Strategist

Kendall is a life-long learner and committed educator focused on partnering with districts to optimize learning and growth for all. Her academic training and 20 years working in public education have provided a broad perspective of the demands challenging communities today. She is passionate about collaborating with district and state leaders to design equity-oriented structures that leverage digital resources to meet the needs of all stakeholders- students, educators, and the community. Kendall has a Ph.D. in Urban Education with a Literacy concentration from The University of North Carolina at Charlotte and a Master's Degree in Reading Education from East Carolina University.

Session description

The future is female! Young leaders in Kentucky are getting a first-hand look into how STEM, gaming and global competencies can improve their community. In partnership with Dell, UK and local government, students used Minecraft to be an agent of change in designing Lexington's future inclusive park.

Purpose & objective

The purpose of this presentation is to expose audience members to a forward thinking, girl-centric, STEM initiative that centers around building community and confidence. This session will demonstrate how harnessing your community resources can lead to a revolution within a school district and leave a lasting impact.

The objectives for this session include:
Participants will gain an understanding of Girls Who Game.
Participants will walk away with resources on how to implement this initiative within their own school/district, including instructional timelines, example world, and teacher resources.
Participants will gain an understanding of how design thinking and student inquiry can drive community impact.
Participants will learn how to tap into their community members to support project-based learning.

Outline

What is Girls Who Game? (5 minutes)
-Dell explanation, research, and impact

Getting it going in your district: How did we recruit teachers and students? (5 minutes)

Fall 2022 Challenge Procedures: (30 minutes) Utilize devices to dive into resources
-Dive in to challenge
-Show the World Used
-Hear from Experts
-Teacher Champion Resources: Permission Slips, Rubrics, Slide Decks, and Flip Group

Community Involvement: (15 minutes)
-Harnessing the power of your local government, surrounding universities/colleges, experts in the field to develop a PBL experience
-Media Involvement

Celebration and Showcase: (5 minutes)
-If you can see it, you can be it
-Collaborate with other clubs
-Hear from Experts
-Campus Tour

Supporting research

Dell Girls Who Game Overview: https://www.dell.com/en-us/dt/corporate/social-impact/transforming-lives/education/girls-who-game.htm#tab0=0

Girls Who Game in the Media: https://www.dell.com/en-us/dt/corporate/social-impact/transforming-lives/education/girls-who-game.htm#tab0=4

The STEM Gap: https://www.aauw.org/resources/research/the-stem-gap/

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Building Global Classrooms Through Coaching and Mentoring Using Microsoft Tools

# data[].attributes.subject
Building Global Classrooms Through Coaching and Mentoring Using Microsoft Tools

# data[].attributes.attachment_link.readable_text
I am a Microsoft Innovative Education Expert with 15 years of teaching experience. I have a Master's Degree in Instructional Technology Media & Design -School Library Media. I hold teaching certifications in Elementary Education, Engineering and Technology, Special Education, and School Library Media. I currently teach Technology at an elementary school in Powder Springs, Georgia.

Jennifer Smith is in her 11th year of teaching elementary school. She loves infusing her classroom with technology that engages students and promotes critical thinking. She is a Microsoft Innovative Educator Expert and a Minecraft Certified Teacher. She has earned her gifted and science endorsements. The daily challenge of meeting the learning needs of her gifted students inspires her to continue on her own learning path. In July, she will complete her specialist degree in instructional technology.

Professional Learning Specialist

Dr. Monica Alicea is a Technology Training and Integration Specialist for the Cobb County School District in Marietta, Georgia. After 32 years in education, Monica will retire on June 1st and continue doing consultant work for Insights2Execution, LLC. She is a Microsoft Innovative Educator Expert and Georgia Fellow, Microsoft Flip Student Voice Ambassador, Minecraft Global Mentor, Lumio Certified Trainer, and SMART and Lumio Gold Ambassador. Monica has a passion for service learning and social justice, Global Learning and Connections, and amplifying teacher and student voice.

Purpose & objective

This session will include information on how I created an innovative learning experience for our district called Cobb Global Connections Week. The purpose of this learning experience was to inspire our teachers to engage students while making connections across the district, state, and world while using tools such as Microsoft Teams, Microsoft Flip, Lumio, and other tech tools. Connecting with other classrooms provides students the opportunity to view the world from different perspectives. Teachers can inspire empathy and compassion, spark interest in new learning, and engage students while building relationships. In addition, making global connections supports 21st Century Learning Skills. Some of the connections teachers made were through teaching the Global Sustainable Development Goals, Mystery Connection (guessing game to figure out a mystery animal, number, or location), virtual field trips, and virtually connecting with experts as guest speakers.

I will share how I began with a proposal, created training materials for our Instructional Technology coaches, created a form for teachers to register and indicate if they wanted our department to help them find a connecting teacher. marketing strategies and solicited prizes for participants. In addition, success stories and reflections on how to build this learning experience will be shared. Teachers shared pictures and posts on Twitter using the hashtag #CobbGlobalConnections and shared their learning experiences on Microsoft Flip, which we turned into a video.

Participants will also learn about how two teachers continued to build their relationships and connections with their two classrooms and how they began looking at 21st Century Learning Design rubrics to bring those connections to the next level.

Creating a learning experience like this can seem daunting, but with careful coaching, mentoring, planning, and purpose, it turned out to be a wonderful opportunity for our teachers and students. I will have a form for guests to fill out if they would like to join us in this learning experience in the 22-23 school year and join us in building global classrooms.

Outline

Introductions
Explanation of Global Learning Connections
Ways to Participate
Pictures, videos, artifacts
Jennifer and Bridgett discussing their connections and using 21st Century Learning Design Rubrics
Q & A

In a poster session, it is informal so there is time for talking and sharing experiences and for the audience to ask questions.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Connecting With Global Classrooms: Using Virtual Exchange for International and Interdisciplinary Collaborations

# data[].attributes.subject
Connecting With Global Classrooms: Using Virtual Exchange for International and Interdisciplinary Collaborations

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what’s next in education becomes what’s now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
#GlobalLeaders & the SDGs: A PBL Design Sprint

# data[].attributes.subject
#GlobalLeaders & the SDGs: A PBL Design Sprint

# data[].attributes.attachment_link.readable_text
Third Grade Dual Language Teacher

Maria Phillips is a Participate Learning Ambassador teacher from Costa Rica. Maria has taught at South Elementary in Person County, North Carolina, for the last 3 years. Maria is a Global Leaders teacher at a partner school, and participated in the Global Leaders Curriculum Fellowship in 2021, followed by the Global Leaders Mentor Fellowship in 2022. Both of these fellowship experiences revolved around designing PBL experiences for students with the SDGs. She is also a regular speaker at the Global Leaders Live Chat Events held within the Participate Learning Community of Practice.

Global Leaders Strategy Coach

Ashley Solesbee is a veteran Global Educator, authenticity champion, and lifelong learner. Through years spent as a classroom teacher, and her current role as Manager of Global Leader Programs with Participate Learning, Ashley has developed a unique skill set that allows her to build meaningful curriculum products which utilize timely Global Education Frameworks, such as the United Nations Sustainable Development Goals. Her resources aim to provide teachers and students authentic opportunities to change and unite the world through Global Learning. She is passionate about sharing these resources with teachers everywhere, and supporting them as they empower their students to make the world a better place.

Utilizing our PBL planning template, teachers will create Global Action Projects, aligned with the UN Sustainable Development Goals and Participate Learning's Global Competencies. The projects empower students to become #GlobalLeaders who pay attention, feel connected and take action to make the world better for everyone.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Building Global Communities: How Sports Bring Kids Together Through Digital Collaboration

# data[].attributes.subject
Building Global Communities: How Sports Bring Kids Together Through Digital Collaboration

# data[].attributes.attachment_link.readable_text
Purpose & objective

After one year of officially returning back to life as it was before the pandemic, it is only fair to start discussing the positive outcomes and the meaningful experiences stay-at-home measures and distance learning brought into the lives of so many, specially elementary students. In almost every country and in the last couple of years opportunities to spend time with loved ones, friends and family, were seriously reduced or nonexistent. However, despite the challenges, lockdown and distance learning provided us with a variety of opportunities to develop our creativity and to enhance innovation in every way.

On the one hand, people had to think about new ways to keep social relations going. Even from apart, families strived to be together for important occasions, birthdays were celebrated through Zoom sessions, surprises and gifts were delivered to the doors of hundreds and new methods for keeping in touch with loved ones became a priority. Thus, the use of digital media for social connection increased significantly as it was the only way to check on our families, co-workers and friends. On the other hand, learners around the globe became more skillful on managing digital tools in formal and informal education. Children, specifically, became familiar and used to hold online sessions while playing with their peers and not only online games but witnessing through the camera how toys will move around a friends' bedroom creating scenarios for holding virtual play dates. New ways for keeping up with friends became a reality. Children, being part of this phenomenon, joined online sessions for their peers' of family's celebrations, with the same familiarity they joined classes everyday through digital platforms.

It is time to see the previous as the basis over which a new era for digital innovation and communication was built. Children became the lead on demonstrating that digital communities for learning, entertaining and in general, for keeping social interaction, were feasible. They might be the pioneers for the birth of global communities created for kids and by kids.

At Highlands International School we strive to empower our students to thrive in a digital world, our students not only acquire abilities to handle applications, platforms and tools for creativity and distance learning; but also to be aware of the soft skills required to be responsible digital citizens and for using technology for the better. This is why already with the pandemic and social distancing being reduced to the minimum faculty and students keep up with the inertia of finding new ways to communicate with people from abroad and establish learning communities that are scenarios in which students can share, learn and promote meaningful collaboration. During lockdown HighNetworking was born in our school to collaborate with foreign communities and schools in the USA, Rome, Spain and Chile to make learning meaningful and social interaction possible. Based on these experiences, fifth graders participated in a project with a school in California to bond with kids their own age on the basis of a common topic: sports.

Given the fact that once the crisis was handled the first worldwide events that were held were related to sports (i.e. The Olympics), students drew the conclusion that despite the circumstances Sports are a universal language that bring diverse nationalities together. Therefore, when they found out that for 10 and 11 year olds football was a common passion, they came up with the idea of sharing strategies, plays and experiences to nurture their own sports practice with views from different perspectives. This is how the digital tool we'll present at ISTE was born. After making the most of the social and digital skills learnt during lockdown and distance learning students held one to one interviews with kids from the USA discovering a common passion: American Football and Football Soccer. Thus, they built a community in which through digital collaboration and using AR they exchanged strategies, moves and ideas on how to become better football players

Hence, we invite you to join this session and discover the positive impact the COVID-19 crisis had on kids whose elementary education became a worldwide milestone. See how they used the social and digital skills developed during the last two years to collaborate with kids their own age sharing what is most important for them and demonstrating there are great ways to bond within world societies as we strive for a more peaceful future.

The main objectives for our project are:
- To share with the audience the development of a digital project that transformed the challenges of the pandemic and turned them into a background for meaningful collaboration.
- To prove how how SEL skills, technology and innovation can work together to launch a joint product among children from diverse nationalities.
- To share students' creativity when using digital knowledge for the better.
- To demonstrate there are different ways to use technology on a 1:1 instructional program to develop students SEL and digital skills.

Supporting research

* Culatta, Richard E. (2021). Digital for GOOD Raising Kids to Thrive in an Online World. Harvard Business Review Press,.
* Robinson, K., & Aronica, L. (2016). Creative schools: Revolutionizing education from the ground up.
* PhD, R. K., & Robinson, K. (2022, March 1). Imagine If . . .: Creating a Future for Us All. Penguin Books.
* Spencer, J., & Juliani, A. J. (2017). Empower: What happens when students own their learning.
* Wagner, T. (2015). Creating Innovators: The Making of Young People Who Will Change the World (Reprint ed.) PhD, R. K., & Robinson, K. (2022, March 1). Imagine If . . .: Creating a Future for Us All. Penguin Books.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.attachment_link.readable_text
Presenters

Educator Innovation Lead, Flip

Yaritza Villalba leads professional learning opportunities, centered on culturally responsive sustaining education (CRSE), to an international network of educators. With thirteen years of experience in Urban education, Yaritza supplies many effective strategies and resources for educating and supporting BIPOC (Black, Indigenous. and people of color) students and families. Over her career, Yaritza became an Assistant Principal and an author of culturally relevant children's books creating opportunities and experiences for students of color to gain fair access to resources that spark critical thinking and meaningful conversations in and out of the classroom.

Session description

The Flip Global Cultural Exchange is an immersive virtual experience connecting students of all ages, languages, and ethnicities for the purpose of building on cultural awareness, appreciation and the acknowledgment of diverse voices and experiences. Attendees will discover ways to connect diverse learners by utilizing Microsoft Flip and Immersive Reader.

Purpose & objective

Participants will be able to:
1. Discover new ways to engage learners through the effective use of technological tools. (Microsoft Flip, Microsoft's Immersive Reader, & Canva)
2. Create an inclusive classroom environment and community.
3. Explore culturally responsive sustaining pedagogical practices to support all diverse learners.
4. Learn how to effectively plan and execute a global instructional activity.
5. Learn how to provide multiple avenues for students to successfully engage with content.
6. Use technological tools (Microsoft's Immersive Reader) that encourage students with disabilities and ELLs to work independently.

Outline

Introduction to Cultural and Linguistic Diversity (10 minutes)
Connection to Culturally Responsive Sustaining Education (5 minutes)
Microsoft Flip: What and Why? (5 minutes)
Activity: Push all the buttons! Exploring the Flip Camera (10 min)
What is a Global Cultural Exchange? (10 minutes)
From an idea to a Global Initiative (5 minutes)
Exploring the Global Cultural Exchange (10 minutes)
Activity: Cultural Awareness (10 minutes)
Diversity, Equity, and Inclusion (5 minutes)
Q & A

Supporting research

Culturally Responsive Teaching and the Brain: Zaretta Hammond
Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy: Gholdy Muhammad
Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction: Gholdy Muhammad

https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Fostering Global Environmental Connections: A Collaboration in Tech, Science, and Spanish

# data[].attributes.subject
Fostering Global Environmental Connections: A Collaboration in Tech, Science, and Spanish

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what’s next in education becomes what’s now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Technology for Good: Using Educational Technology to Drive Social Change

# data[].attributes.subject
Technology for Good: Using Educational Technology to Drive Social Change

# data[].attributes.attachment_link.readable_text
Arana joined G4C in 2019 and oversees the organization's day-to-day operations and provides strategic and programmatic support on all learning initiatives. As the former Executive Director of Institute of Play, Arana led strategy, development, and operations in addition to major initiatives concerning school design, leadership, and school-based partnerships. She was part of the founding team that opened IOP's flagship project, NYC public school, QQuest to Learn, and is co-author of Quest to Learn: Growing a School for Digital Kids. She has 20+ years of experience in education and nonprofit management as a teacher, educational technologist, curriculum developer, and organizational leader.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Cultivating Youth Creativity and Student Agency Through Challenge-Based Learning

# data[].attributes.subject
Cultivating Youth Creativity and Student Agency Through Challenge-Based Learning

# data[].attributes.attachment_link.readable_text
Purpose & objective

In this session, you will hear from secondary school (i.e. a combination of middle and high school) educators who aided their students in addressing issues that are important to them and creating innovative design solutions. Educators will share their unique teaching strategies and examples of how they were able to help their students become drivers of their own learning while promoting peer collaboration and engagement across issues that were meaningful to them. Educators will highlight supportive resources used when integrating components of the Challenge Based Learning framework within their existing teaching methods and pedagogies.

Outline

This session will be a 60 minute educator panel discussion between a moderator and three educators who have participated in the Ciena Solutions Challenge.

We will begin the session with a 2 minute icebreaker using Kahoot to spark interest and engage the audience in the topic of student agency and engagement in an issue or a new idea that they wanted to learn more about as a young person. A question may include; "Think back to your educational experience as a young person (grades K-12), were you excited about the topics you learned in school? Yes or No". A subsequent question from that would lean into how much agency or control did you have in your learning experiences. Examples of these questions may include "were you learning to pass a subject area or were you learning a subject/topic that you felt invested in?" "How much room or agency were you given to be creative in your own right?" Based on the responses from the audience, the data should be able to help the audience reflect on how student agency may or may not have played a role in their lives as young adults, and, if given the space and opportunity to be have been to learn more about a subject area or topic they felt invested in, how youth creativity either did or did not play a role in their lives as young learners.

Next, a 15 minute presentation will be shared on the following:
- 5 minute overview of the Ciena Solutions Challenge and educator resources provided
- 10 minutes of the educators telling their stories (1-2 minutes given to each educator)
Then, we will begin a 25 minute panel discussion where educators will spend 2-3 minutes responding to questions related to these three areas:
- Examples from educators on how they were able to integrate the Challenge Based Learning framework to fit the needs of their students
- Educator experiences that share moments of when student innovation and creativity were found within challenging moments
- Resources, teaching strategies, and techniques used to promote student agency and peer collaboration within student teams.

Once the panel discussion ends, we will have a 10 minute question and answer segment from the audience. Finally, we will have a 5 minute call to action and invite educators to utilize free online resources from our resource library that they can download directly from their smartphones/tablets or computers. Educators will also be encouraged to register for the Ciena Solutions Challenge and by doing so will receive information on professional learning for educators and resources that they can use in their classrooms to help their students tackle an issue that they care about.

Supporting research

- Challenge Based Learning is the framework that we integrate in the Ciena Solutions Challenge; https://www.challengebasedlearning.org/
- Sustainable Development Goals - students use these SDGs to address their own challenges; https://sdgs.un.org/goals
- CienaChallenge.org - global design challenge website; https://www.cienachallenge.org/
- Resource Library- available in English, French and Spanish, offers free and adaptable resources for educators and students to use in their Challenge journeys. https://www.cienachallenge.org/en/custom/resource/directory.
- Additional translated resources - Translated resources for educators and students are available in Portuguese, Russian, Korean, Chinese, and Arabic - https://www.cienachallenge.org/en/page/translated-resources-en
- Educator blogs - Explore how educators around the world are supporting students in the Ciena Solutions Challenge. In each blog post you'll find tips from educators on implementing Challenge Based Learning and insights on creating powerful learning experiences in the Ciena Solutions Challenge. https://www.cienachallenge.org/en/custom/blogs/directory
- Ciena Solutions Challenge Online gallery - explore the innovative ideas and student projects submitted on behalf of educators and students from all around the world - https://www.cienachallenge.org/en/custom/projects/directory

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
The Solution: Start Saving Water at Home to Save the Planet

# data[].attributes.subject
The Solution: Start Saving Water at Home to Save the Planet

# data[].attributes.attachment_link.readable_text
Purpose & objective

To help people to understand the current problem with water in the world.

To teach others simple techniques to save water at home and why it is so important to start in a small place like home.

To encourage people to share this information with others to help them to save water and why is so important to start at home

Supporting research

Acción, A. E. (2020, 14 febrero). 11 formas de ahorrar agua para ayudar al medio ambiente. Ayuda en Acción. https://ayudaenaccion.org/ong/blog/sostenibilidad/ahorrar-agua-medio-ambiente/

Aquae [Fundación Aquae]. (2019, 19 noviembre). 5 Consejos para Reducir el CONSUMO de AGUA, AHORRAR y ser SOSTENIBLE [Vídeo]. YouTube. https://www.youtube.com/watch?v=Css7HgmE0GA&feature=emb_logo

Andre, K. (2019, 19 septiembre). 8 easy steps to better student writing with digital storytelling | ISTE. Iste.Org. https://www.iste.org/explore/In-the-classroom/Get-your-students-excited-about-writing-with-digital-storytelling

Bigenho, C. (2014, 11 julio). Storytelling through digital threads | ISTE. Iste.Org. https://www.iste.org/explore/Toolbox/Storytelling-through-digital-threads

Fundación Aquae. (2021, 11 agosto). Cómo ahorrar agua en casa en 10 pasos | Fundación Aquae. https://www.fundacionaquae.org/como-ahorrar-agua-casa/

R. (2021, 26 junio). Cómo hacer un captador de agua de lluvia casero. EcoInventos. https://ecoinventos.com/guia-para-fabricar-captador-agua-lluvia-casero/

Tiching. (2018, 9 noviembre). Los beneficios del Storytelling o el arte de contar historias. El Blog de Educación y TIC. http://blog.tiching.com/los-beneficios-del-storytelling-arte-contar-historias/

Vieira, D. (2021, 17 agosto). ¿Qué es el Storytelling? La guía completa para dominar el arte de contar historias. Rock Content - ES. https://rockcontent.com/es/blog/que-es-storytelling/

Wheelock, A., & Merrick, S. (2021, 10 agosto). Explore estos mundos virtuales para aprender | ISTE. Iste.org. https://www.iste.org/es/explore/In-the-classroom/5-virtual-worlds-for-engaged-learning

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Green STEAM Ahead: Integrating Technology Into Outdoor Learning Opportunities

# data[].attributes.subject
Green STEAM Ahead: Integrating Technology Into Outdoor Learning Opportunities

# data[].attributes.attachment_link.readable_text
Purpose & objective

The purpose of this presentation is to share the ways technology was integrated into a Green STEAM initiative with outdoor learning projects, global collaborations, and project based learning at a United States military elementary school in South Korea. Participants will learn how to incorporate technology tools including green energy sources, real-time sensors and probes, cameras, robots, and more, into a variety of different learning objectives, including but not limited to project based learning, global collaborations, and providing student voice in real-world problem solving. Participants will see how use of these technology tools enhanced the projects that were part of the Green STEAM initiative. Participants will learn tips for how to use these tools in outdoor learning environments and take back ideas and activities and task cards to use in their own schools. One of our challenges is meeting the diverse needs of our transient population of military children, and providing real-world opportunities to problem solve and generate solutions to environment and sustainability problems that are both local and global, and make connections through global collaboration with other military students around the world helps them to fit in and feel like part of a community. We will use tools such as Padlet, Google My Maps and Flip in projects and global collaborations to help bridge those connections around the world. Our students were able to use these technology tools as part of intentionally-designed projects related to the environment and sustainability, but also to provide opportunities for creativity and innovation as students could begin to consider issues and problems that exist now but will definitely be part of the future. The evidence of success is the amazing projects that were created by the students, the level of engagement in Outdoor Makerspace, and the enjoyment that the students had meeting and sharing ideas with students from around the world.

Outline

During my poster session, I plan to engage with attendees through peer-to-peer interaction and a brief slide presentation that demonstrates examples of how the specific technology components were used in the outdoor learning space, and what projects were developed by students. I will answer questions about any of the technology applications and student projects. I will have QR codes displayed, and on handouts, that will link to all of the session materials and takeaways. I intend it to be a free-flowing conversation but will be able to provide a 5-7 minute overview to larger groups using the slide presentation when necessary. I would like to have some of the technology tools available, too, but at this time I am not sure what I can bring from my school in South Korea.

Supporting research

Using technology tools in all learning spaces is a research-based best practice that connects learning goals in all subjects to hands-on learning, real-world problem solving, collaboration, and project-based learning. Outdoor learning is a growing trend in education that is also research-based and I am providing citations to multiple research papers and websites that support the importance of outdoor learning and technology integration in outdoor learning spaces.

Back, Jon, et al. "Designing children's digital-physical play in natural outdoors settings." Proceedings of the 2016 CHI conference extended abstracts on human factors in computing systems. 2016.

Dyment, Janet E. "Green school grounds as sites for outdoor learning: Barriers and opportunities." International Research in Geographical & Environmental Education 14.1 (2005): 28-45.

Knight, Sara. "Forest school and outdoor learning in the early years." Forest School and Outdoor Learning in the Early Years (2013): 1-176.

Kreos, Ülle. "Using Technology in Geography Lessons for Outdoor and Indoor Learning." Geophysical Research Abstracts. Vol. 21. 2019.

McKay, Christian, Tarrence Banks, and Scott Wallace. "Makerspace classrooms: Where technology intersects with problem, project, and place-based design in classroom curriculum." International Journal of Designs for Learning 7.2 (2016).

Shively, Kathryn L. "Reflections from the Field: Creating an Elementary Living Learning Makerspace." Learning Communities: Research & Practice 5.1 (2017): 3.

Vallera, Farah L., and Alec M. Bodzin. "Integrating STEM with AgLIT (Agricultural Literacy Through Innovative Technology): The Efficacy of a Project-Based Curriculum for Upper-Primary Students." International Journal of Science and Mathematics Education 18.3 (2020): 419-439.

Waite, Sue. "'Memories are made of this': Some reflections on outdoor learning and recall." Education 3-13 35.4 (2007): 333-347.

Zita, Adam. "Technology Works in the Outdoors." Pathways: The Ontario Journal of Outdoor Education 20.2 (2008): 8-10.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.attachment_link.title
Book Creator - Love Learning - Book Creator app

# data[].attributes.attachment_link.description
Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

# data[].attributes.attachment_link.title
MAD-learn: K-12 Learn App Development | Education Mobile App Development

# data[].attributes.attachment_link.description
Inspiring Student Creativity and Fostering appreneurship through Mobile Application Development (MAD-learn). This dynamic program allows students and teachers alike, to learn and execute on the fundamentals of mobile apps, including: ideation, planning, design, creation, development, marketing, launch and maintenance.

# data[].attributes.attachment_link.readable_text
collaborating around the planet

1 to 1 Collaboration

Connect your classroom to another classroom in a different location to complete a project, discuss a book, engage in cultural exchange, practice debate, and more.

Timeframe: One-time or ongoing

Scheduled Events

Find the times you and your groups of learners are able to connect to virtual learning experiences hosted by content knowledge experts or join an event being produced by a peer group.

Timeframe: At a scheduled date & time

Matchup

Have your students pair with a peer group from a different location to work together to complete activities related to global topics and themes that match their learning level.

Timeframe: Fixed-usually a week to a month

See first hand the power of collaborative virtual learning

Check out this video that highlights class-to-class collaboration with classes connected globally by CILC Global Ambassador, Kristin Edwards

You and your learners benefit when you engage with others across the country or around the globe!

Become a Member

Questions? Email info@cilc.org

# data[].attributes.attachment_link.title
Center for Interactive Learning - Collaboration Space

# data[].attributes.attachment_link.description
collaborating around the planet 1 to 1 Collaboration Connect your classroom to another classroom in a different location to complete a project, discuss a book, engage in cultural exchange, practice debate, and more.

# data[].attributes.body
Facilitated by Michelle Dennis

# data[].attributes.headline
Thumbnail is wrong, the link works. :-) Student resources for the SDGs from the UN

# data[].attributes.subject
Thumbnail is wrong, the link works. :-) Student resources for the SDGs from the UN

# data[].attributes.body
Includes the "Go Goals" board game listed separately in this column. The link won't post above, but I tested it today and it still works even though the thumbnail shows an error screen: https://www.un.org/sustainabledevelopment/student-resources/. Try copying and pasting.

# data[].attributes.attachment_link.title
ERROR: The request could not be satisfied

# data[].attributes.headline
Topic: Make Global Connections by Making Every Student a Published Author

# data[].attributes.subject
Topic: Make Global Connections by Making Every Student a Published Author

# data[].attributes.body
Facilitated by Lindy Hockenbary

# data[].attributes.body
Hydroponics is a sustainable solution for world hunger.  Crops grown through hydroponics require much less space than those grown in soil and use as much as 10 times less water than traditional field crop growing making this the answer to the food scarcity crisis that plagues urban and rural areas worldwide.  The application of hydroponics within a K-12 setting meets NGSS/ISTE standards and is the true definition of STEAM implementation.  Learn how you can take steps to integrate hydroponics into your curriculum whether you are a novice or expert grower/educator

# data[].attributes.headline
An Animated Understanding: Climate Change and Equity in the Elementary Classroom

# data[].attributes.subject
An Animated Understanding: Climate Change and Equity in the Elementary Classroom

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what’s next in education becomes what’s now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Student Voice and Problem-Solving Utilizing the Sustainable Development Goals

# data[].attributes.subject
Student Voice and Problem-Solving Utilizing the Sustainable Development Goals

# data[].attributes.attachment_link.readable_text
Sawsan Jaber, Ph.D., NBCT, is a global educator, presenter, equity strategist, curriculum designer and keynote speaker of 20+ years. She has held a variety of education leadership positions in the U.S. and abroad. She's currently a high school English teacher and a district equity leader at East Leyden High School in Franklin Park, Illinois. Jaber founded Education Unfiltered Consulting and works with schools nationally and internationally. She completed her doctorate in curriculum and instruction, with a focus on inclusion and belonging for students from marginalized communities. She was awarded the Cook County Teacher of the year in 2023, the Illinois Digital Educators Alliance (IDEA) Teacher of the Year in 2022, and has been nominated as the 2023 Illinois Teacher of the Year and for the ISTE 20 to Watch Award for 2023. She's a member of the board of directors for the Our Voice Alliance (OVA), which amplifies the voices of teachers of color to create more equity for students of color. She's also one of the founders of the Arab American Education Network (AAEN) and is an ISTE Community Leader. Jaber is a National Board Certified Teacher and focuses much of her research on engaging students in equity work and advocating for Arab and Muslim students. Among other projects, she is currently working on national and international equity-centered projects with Google and the National Board Association. Jaber is a Pulitzer Teacher fellow and a WAMS fellow. She has been featured at several conferences and on many podcasts, and has written for a host of blogs, journals and newsletters with the goal of helping educators empower students to work toward global equity and justice. Jaber has published several scholarly works and is the co-author of Navigating Precarity in Educational Contexts: Reflection, Pedagogy, and Activism for Change. She's passionate about her work as an activist scholar and co-conspirator for justice alongside her students. Jaber says her perspective as the daughter of refugees from Deir Yasin, Palestine, influences her work.

Dee Lanier is a life-long educator who is extremely passionate about issues of equity and inquiry-based learning. A career educator, Dee has facilitated racial equity and culturally responsive professional development globally through the lens of design thinking. Dee holds Undergraduate and Master's degrees in Sociology with special interests in education, race relations, and inequity. Dee is an award-winning presenter, author of Demarginalizing Design, TEDx Speaker, Google Certified Trainer, Google Innovator, and Google Certified Coach. Dee is also the creator of the design thinking educational activities, Solve in Time!®, and Maker Kitchen™ and is the co-host of the Liberated Educator podcast.

Learning Experience Designer

Adam is an educator who is passionate about education in all its forms and has extensive experience in teaching, professional learning, and the use of technology to enhance learning experiences. He has facilitated professional learning on a variety of topics, including equity, personalized learning, and universal design for learning, and has developed professional learning pathways, trained coaches, and created blended courses. Adam has also received several grants for his work on pollinator habitat gardens, exploring communities through a geographic lens, and developing anti-racist and culturally responsive curriculum.

Purpose & objective

The facilitators will share a variety of strategies that enable teachers to give power back to students in the form of building tools for advocacy work and engagement in authentic real world learning experiences.

Educators will replicate a design thinking process that students use to diverge into problem identification and converge to creatively share their solutions.

Educators will produce and share solutions as written products, drawings, video, or audio recordings, in order to make them memorable and actionable.

Outline

Setup and Instructions first 10 mins:
Each participant familiarizes themselves with the 17 Sustainable Development Goals (SDGs) and are given a short survey to identify the SDG most relevant to their students. Afterwards, small groups are formed for collaborative activity choosing from the top six SDGs:

A 20 minute time-limit for completing all steps will be made visible on the projector for players to see. People will be directed through the slides to respond to each question on the cards either analog or digitally. The final slide requires each person to share their solution in the Pear Deck or on social media. People are reminded to use their time wisely!
~2 min to identify and define the Problem. Relate the identified problem to the student experience, and summarize it in a single sentence.
~2 min to read the selected Research card and summarize thoughts in the space provided.
~3 min to read the selected Understand card and answer the question using their empathy and compassion skills. Summarize thoughts in the space provided.
~3 min to select a Solve card and answer the question using imagination and critical thinking skills. Summarize thoughts in the space provided.
~10 min to select a Share card and use their communication and creativity skills to collaboratively share their solution to the problem.

The remaining time is dedicated to group discussion on how to combine ideas and begin planning to put solutions into action!

Supporting research

Supporting research *
Zaretta Hammond links neuroscience research and culturally responsive teaching and learning for students of color.
Hammond, Zaretta, and Yvette Jackson. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Corwin, a SAGE Company, 2015.

Empathy and Learning:
"It is literally neurobiologically impossible to think deeply about things that you don't care about."- Dr. Mary Helen Immordino-YangLahey, J. (2016, May 4). To Help Students Learn, Engage the Emotions. Retrieved September 17, 2019, from Well website: https://well.blogs.nytimes.com/2016/05/04/to-help-students-learn-engage-the-emotions/

Creativity and Learning:
‌A recent survey by Change the Equation asked students how they feel about different classes. Computer science came in near the top, just behind graphic arts and performing arts, but ahead of English, math, history, science, and foreign languages!
Allen School News " Search Results " change the equation. (2016). Retrieved September 17, 2019, from Washington.edu website: https://news.cs.washington.edu/?s=change+the+equation

Creativity and Memory
Fernandes, M. A. (2018). The Surprisingly Powerful Influence of Drawing on Memory - Myra A. Fernandes, Jeffrey D. Wammes, Melissa E. Meade, 2018. Retrieved September 17, 2019, from Current Directions in Psychological Science website: https://journals.sagepub.com/doi/abs/10.1177/0963721418755385

Further:
(Banks, 2014; Paris, 2017; Ladson-Billings, 2015; Ferrans & Selman. 2017, Safir, 2020; German, 2022; Mohammed, 2020)

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Innovation and AI: Meeting 2030 Sustainable Development Goals

# data[].attributes.subject
Innovation and AI: Meeting 2030 Sustainable Development Goals

# data[].attributes.attachment_link.readable_text
Presenters

Session description

Progress toward meeting the 2030 Global Goals has been met with unexpected challenges. Leaders and classroom teachers know the best plans will get derailed in some way. This session discusses how you can help young people see those concepts at a large scale compared to skills they are developing now.

Purpose & objective

As an ISTE author, Teaching AI, it is important for me to continue challenging and growing with my learners. The purpose is to help them continue to push boundaries and see the intersection of human-computer interaction as applied to the Global Goals for Sustainable Development, understanding how setbacks can require reframing a challenge and advancing those goals through new iterations. This session will be "hot off the press" and framed by the ideas the co-presenters develop over the next several months, reframed by their voice and vision for their generation addressing Global Challenges by building skills now.

Outline

Intro will overview Global Goals and the challenges that have delayed progress for 2030 goals, followed by students asking audience/learners questions about how they may have addressed Global Goals in their classrooms or what they are seeing as challenges that have disrupted forward movement, progress and innovation, or any regressions in the way education is headed (there was hope in some circles that the pandemic would be the force that set in motion an inertial system and "we won't go back").

This will lead into think-pair-share on two to three questions and a chance for the audience to help direct the shape of the remainder of the session (i.e. which artifacts from a selection they'd most like to see). Collections of artifacts will be in the Wakelet.

Five students will co-present their approaches to understanding, identifying, and applying skills to start tackling Global Goals, recognizing ISTE Standards for Students they meet. I will provide an updated outline upon acceptance of this proposal as it will be informed by some of the student authentic voice that emerges over the next couple of months.

I will add comments from a leadership perspective between artifacts for a leadership and educator perspective, how and why framework decisions were chosen and how to merge subjects, allowing for questions for students and for me.

Supporting research

https://news.un.org/en/story/2021/07/1095722

https://www.activesustainability.com/sustainable-development/covid-19-pandemic-and-sustainable-development-goals/?_adin=01833301559

https://wakelet.com/wake/bDBShMYs0t0qg8ubsjE4G

https://wakelet.com/mrzphd

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Progress toward meeting the 2030 Global Goals has been met with unexpected challenges. Leaders and classroom teachers know the best plans will get derailed in some way. This session discusses how you can help young people see those concepts at a large scale compared to skills they are developing now.

# data[].attributes.headline
Going Global! VR, AR and Virtual Field Trips

# data[].attributes.subject
Going Global! VR, AR and Virtual Field Trips

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what’s next in education becomes what’s now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Taking Your Teacher Edtech Course Global!

# data[].attributes.subject
Taking Your Teacher Edtech Course Global!

# data[].attributes.attachment_link.readable_text
An educational leader with 15+ years of experience in PreK-12 and higher education, curriculum, instructional design, educational technology, staffing, budgeting, and project management. Focused work and research in the areas of STEM, professional development, college and career readiness, virtual learning, collaboration, and data analysis.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Growing a Global Scholastic ESports Community

# data[].attributes.subject
Growing a Global Scholastic ESports Community

# data[].attributes.attachment_link.readable_text
Purpose & objective

NASEF, the founding organization of scholastic esports, is a non-profit 501(c)(3) organization. NASEF is on a mission to provide opportunities for all students to use esports as a platform to develop STEAM-based skills and social-emotional attributes such as communication, collaboration, and problem-solving abilities needed to thrive in work and in life. Esports is an education game changer and NASEF has developed research-based methodology, curricula and professional development to execute its mission of providing free education to youth and interested educators about STEAM, CTE and post-secondary learning opportunities, using esports as a vehicle for learning, growth, development, and exploration.

Supporting research

https://s3.amazonaws.com/kajabi-storefronts-production/sites/2147582478/themes/2150782738/downloads/YRNJ2IQSBaj8qBsmjpy3_sel-final-v1.png
https://s3.amazonaws.com/kajabi-storefronts-production/sites/2147582478/themes/2150782738/downloads/7e435mUHRY3yLsMWk0wT_dei-research-final-v1-1.png
https://s3.amazonaws.com/kajabi-storefronts-production/sites/2147582478/themes/2150782738/downloads/EJkv5pN1T3KKnrksq6hy_stem-research-final-v2-1.png

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Teach Boldly Resource Share: Using Edtech for Social Good

# data[].attributes.subject
Teach Boldly Resource Share: Using Edtech for Social Good

# data[].attributes.attachment_link.readable_text
Dr. Jennifer Williams has dedicated herself for 25 years to the field of education through her roles as an education activist, professor, school administrator, literacy specialist, and classroom teacher. As an educator and author of the ISTE book, Teach Boldly: Using Edtech for Social Good, she champions teachers to use educational technology purposefully for the planet and its people​. She is a professor at Saint Leo University and the co-founder of TeachSDGs and the non-profit organization Take Action Global. Connect with Jennifer on Twitter at @JenWilliamsEdu and at www.jenwilliamsedu.com.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.attachment_link.readable_text
Session description

Find out how engaging students in globally interconnected projects provides learners opportunities to use technology to learn about and appreciate other cultures. You'll discover how intercultural collaboration allows students to empathize with others, value different perspectives and understand in greater depth the impact of crises in health and the environment that span the world.

Purpose & objective

The purpose of this poster presentation is to share information about projects that allow students to connect across the globe with other students, and to provide guidance in the benefits of those connections. Objectives include demonstrating technology tools that can be used to facilitate global connections and sharing artifacts of successful global interactions. Instructional technology tools include (but are not limited to): videoconferences, Padlet, Twitter, Flip, VoiceThread, Kahoot!

Artifacts from global connections and student/parent/teacher feedback provide evidence of success.

Outline

Content to be presented includes different opportunities for attendees to participate in global activities with their students. Examples include the Global Read Aloud, iEarn, ePals

Technology tools to facilitate global connections between learners will also be shared. These include videoconferences, Padlet, Twitter, Flip, VoiceThread, Kahoot!

Artifacts, including student work, reflections, and feedback from stakeholders, will demonstrate the benefits of global interconnectedness.

Supporting research

Cohn-Vargas, Becki. "How Students Can Meet Their Peers All over the World." Edutopia, George Lucas Educational Foundation, 7 May 2021, https://www.edutopia.org/article/how-students-can-meet-their-peers-all-over-world.

Fojo, Sylvia. "Sylvia Fojo: A World without Borders Is a Boon for Educator Learning." ISTE, 21 Sept. 2022, https://www.iste.org/explore/professional-development/sylvia-fojo-world-without-borders-boon-educator-learning.

ISTE, Team. "7 Steps to Starting a Global Collaboration Project." ISTE, 16 Dec. 2019, https://www.iste.org/explore/In-the-classroom/7-steps-to-starting-a-global-collaboration-project.

Tichnor-Wagner, Ariel. "A Global Perspective: Bringing the World into Classrooms (Opinion)." Education Week, Education Week, 26 Jan. 2021, https://www.edweek.org/policy-politics/opinion-a-global-perspective-bringing-the-world-into-classrooms/2016/08.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Global Collaboration: Scaling Coding/Robotics in Under-Resourced Communities With Raspberry Pi

# data[].attributes.subject
Global Collaboration: Scaling Coding/Robotics in Under-Resourced Communities With Raspberry Pi

# data[].attributes.attachment_link.readable_text
Director of Learning Technologies

Jody Britten is a thought leader in digital learning. Acting as an activist for purposeful, quality learning experiences for all children Jody currently serves as the Director Learning Technologies for Team4Tech, working to ignite impact for global nonprofit organizations inspiring quality learning experiences for under-resourced communities. She has supported national and international private, public, and K12 organizations. Her work has supported large scale change that has lead to better learning experiences for children. She began her career as a public school educator, and grounds her work in practical yet strategic efforts to transform systems of learning.

​Lindsay Kincaid is an educator with deep experience driving change in high school classrooms, higher education courses, adult learning spaces, and nonprofit organizations. Her passion is designing equitable learning environments and advancing youth agency, teacher capacity, and social justice. Lindsay believes technology is a tool that can foster unprecedented creativity and collaboration within education. She loves building inclusive, engaged communities across geographies and generations. Currently, Lindsay is the Chief Program Officer at Team4Tech, a nonprofit impact accelerator, and is an adjunct faculty member of the Johns Hopkins University Graduate School of Education.

Kevin is the Team4Tech EdTech Project Manager in Kenya. He is a technology enthusiast and an education technology specialist. He works with communities in underserved areas of Kenya to ensure everyone has a shot at tech. By learning coding and robotics, everyone can unleash their inner superpowers.

Purpose & objective

The objective for this presentation is to share how Raspberry Pis are being used to empower place-based, collaborative problem solving with learners in under-resourced communities. During this presentation we will share the story of how students in Kenya are leveraging Raspberry Pi tools to engage in computational thinking, problem solving, and coding/robotics through a collaborative model.

Team4Tech is a non-profit organization dedicated to advancing educational opportunities in low-resource environments. Team4Tech helps nonprofit organizations improve programming by providing technological solutions and pro bono consulting delivered by skilled volunteers. Each collaboration is carefully co-designed with nonprofit partners like Kenya Connect and like minded corporate partners like Cisco, Adobe, Zendesk, and more.

Kenya Connect is a nonprofit organization that is focused on providing a variety of programs to enhance the education of the rural students and teachers. The ultimate goal is to provide access to educational and technology programs that might not be available to them because of where they live and that will allow them to succeed in the future. As a result they have implemented enrichment and empowerment programs at the local level.

Raspberry Pi Foundation is a nonprofit organization that exists to promote the study of computer science in schools, and is responsible for developing the Raspberry Pi single-board computers.

Supporting research

Ardesch, D. J., Balbi, M., & Murphy, T. H.(2017). Automated touch sensing in the mouse tapered beam test using Raspberry Pi. Journal of Neuroscience Methods, 291, 221-226.

Britten, J. (2017). 4 Myths and 4 Truths of the Empowered Learner. ISTE Blog.
https://www.iste.org/explore/ISTE-Standards-in-Action/4-myths-%28and-4-truths%29-about-empowered-learners

Britten, J. (2017). Getting to the Heart of the Empowered Learner. https://www.iste.org/explore/ISTE-blog/Getting-at-the-heart-of-the-empowered-learner

Britten, J. with others (2018). EdTEch in K12 Classrooms. ISTE: Arlington, VA.

Britten, J. (2022). Building a global community of practice. Team4Tech: Menlo Park, CA.

Clugage, J. and others (2022). The Team4Tech Solutions Roadmap. Team4Tech: Menlo Park, CA.

Fletcher, A. C., & Mura, C. (2019). Ten quick tips for using a Raspberry Pi. PLoS Computational Biology, 15(5), 1-11. https://doi.org/10.1371/journal.pcbi.1006959

Johnston, Steven J, and Simon J Cox. (2017). The Raspberry Pi: A Technology Disruptor, and the Enabler of Dreams. Electronics, 6(3), 51.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Absolutely Amazing Learning: Creative Solutions for the Global Good

# data[].attributes.subject
Absolutely Amazing Learning: Creative Solutions for the Global Good

# data[].attributes.attachment_link.readable_text
Presenters

Session description

Education isn't about the number of minutes we have with our students but rather the number of great moments they experience. In this session, we'll look at the Creative Solutions for the Global Good course and explore how it builds confidence, connects globally and promotes personal excellence.

Purpose & objective

Participants will learn how the Creative Solutions for the Global Good course works, and will engage in a design thinking-based process for how to generate and answer questions for pushing projects from the mundane to the compelling, and from the compelling to the inspiring. These techniques for getting students to push themselves with their goals and activities can also support teachers' work in other classes.

In addition to receiving the materials the presenter has used over the four years of building the Creative Solutions for the Global Good course at his school, attendees will work together to identify strengths of their own students in order for a similar course or group to launch projects that can make a difference in their communities. Whether replicating the course or adapting the materials to use as a set of activities for a component of an existing course, participants will be able to use what they receive and do in the session in order to work effectively with colleagues to optimize the chances for success for their students.

Finally, participants will be able to use the inspiration from shared stories to see the relationship between these kinds of student projects and improved connections to the larger school community. They may continue their development with this through a series of free posts with inspiring stories and prompts for their use with students.

As for evidence, the Creative Solutions for the Global Good course at Junipero Serra High School in San Mateo has been running for four years (and is now in its fifth), and each year in the spring, students present their work to an audience.

In the spring of 2022, audiences of over one hundred attendees included professionals, educators, and community supporters in nineteen countries. The program was done in collaboration with a partner school in South Africa, further adding to the opportunity to inspire students to pursue their best. (This spring's program can be seen at: nextvista.org/creative-solutions-for-the-global-good-22/ .) One of the students from the '20-'21 class, Matt Cerza, was part of a panel on ISTE's (virtual) mainstage in 2021.

Knowing that a large group of people from beyond (and well beyond) one's campus will attend a summative presentation speaks to a quote from the presenter: "When students know others will see their work, they want it to be good. When it's just for the teacher, they want it to be good enough."

Outline

Opening (10m)
- The session will begin with an introduction to the Creative Solutions for the Global Good course at Junípero Serra High School (San Mateo), and its relationship to the larger goal of combining innovative learning with service to others.

Fostering a Broader and Bolder Perspective (20m)
- A primary challenge for students in the course, and for attendees in the session, is to think beyond traditional course requirements. In this segment, we will explore how to generate and answer questions designed to push projects from the mundane to the compelling, and from the compelling to the inspiring. This will include a short video sample of a student presentation.

Logistics for Inspiration (20m)
- Attendees will work with models for organizing content and assignments for the course, as well as approaches to recording and sharing student pitches and presentations. As successfully giving and receiving feedback is a central piece of the course, the presenter will guide the groups on ways to adapt such systems to a variety of school and community settings.

Closing (10m)
- The presenter will leave time for Q&A, as well as how to use the support materials made freely available online to all attendees and their colleagues.

Supporting research

* "When students know others will see their work, they want it to be good. When it's just for the teacher, they want it to be good enough." (2016). Hurley, R., Making Your School Something Special. (San Diego, Dave Burgess Consulting, p27.)
* Both youths and communities benefit when students engage in service learning in and out of school. (Zaff, J, and Lerner, R. (2010). Service Learning Promotes Positive Youth Development in High School. Phi Delta Kappan, Feb 2010, 91(5), 21-23.)
* "Technology's role...is less about the concrete forms it takes, and more about how it shapes possibilities for us and our students." (Hurley, 2016). Making Your School Something Special (DBC Books, 8.)
* The catalytic effects of Web 2.0 technologies are attractive, allowing greater student independence and autonomy, greater collaboration, and increased pedagogic efficiency. (Franklin, T., and van Harmelen, M. (2007) Web 2.0 for Content for Learning and Teaching in Higher Education; Bristol: JISC.)
* Digital video technologies can encourage collaborative learning with the associated benefits of increased motivation, deeper understanding, and increased self-confidence. (Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technology. Children and Computer Technology, 10(2), 76-101.)

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Our STEAM-Makerspace lab: arts & technology for a better world!

# data[].attributes.subject
Our STEAM-Makerspace lab: arts & technology for a better world!

# data[].attributes.attachment_link.readable_text
Our STEAM-Makerspace lab is a universe of possibilities for our students. The projects focus on the UN Sustainable Development Goals. Through Design Thinking and PBL, students empathize with each other's problems, research, propose and build solutions, and then share them with the community. With nails, hammers, sandpaper, saws, robots, electronics, crafting, cardboard, recyclable materials and lots of imagination, they work collaboratively while having fun, creating and becoming empowered learners and developers of solutions to global problems. In my session I will show that STEAM is for everyone, teachers of different subjects working in a linked way with technology class for K-12 students. I will show how we integrate technology with STEAM activities in the elementary Makerspace with K-12 students.

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
Absolutely Amazing Learning: Creative Solutions for the Global Good

# data[].attributes.subject
Absolutely Amazing Learning: Creative Solutions for the Global Good

# data[].attributes.attachment_link.readable_text
Presenters

Session description

Education isn't about the number of minutes we have with our students but rather the number of great moments they experience. In this session, we'll look at the Creative Solutions for the Global Good course and explore how it builds confidence, connects globally and promotes personal excellence.

Purpose & objective

Participants will learn how the Creative Solutions for the Global Good course works, and will engage in a design thinking-based process for how to generate and answer questions for pushing projects from the mundane to the compelling, and from the compelling to the inspiring. These techniques for getting students to push themselves with their goals and activities can also support teachers' work in other classes.

In addition to receiving the materials the presenter has used over the four years of building the Creative Solutions for the Global Good course at his school, attendees will work together to identify strengths of their own students in order for a similar course or group to launch projects that can make a difference in their communities. Whether replicating the course or adapting the materials to use as a set of activities for a component of an existing course, participants will be able to use what they receive and do in the session in order to work effectively with colleagues to optimize the chances for success for their students.

Finally, participants will be able to use the inspiration from shared stories to see the relationship between these kinds of student projects and improved connections to the larger school community. They may continue their development with this through a series of free posts with inspiring stories and prompts for their use with students.

As for evidence, the Creative Solutions for the Global Good course at Junipero Serra High School in San Mateo has been running for four years (and is now in its fifth), and each year in the spring, students present their work to an audience.

In the spring of 2022, audiences of over one hundred attendees included professionals, educators, and community supporters in nineteen countries. The program was done in collaboration with a partner school in South Africa, further adding to the opportunity to inspire students to pursue their best. (This spring's program can be seen at: nextvista.org/creative-solutions-for-the-global-good-22/ .) One of the students from the '20-'21 class, Matt Cerza, was part of a panel on ISTE's (virtual) mainstage in 2021.

Knowing that a large group of people from beyond (and well beyond) one's campus will attend a summative presentation speaks to a quote from the presenter: "When students know others will see their work, they want it to be good. When it's just for the teacher, they want it to be good enough."

Outline

Opening (10m)
- The session will begin with an introduction to the Creative Solutions for the Global Good course at Junípero Serra High School (San Mateo), and its relationship to the larger goal of combining innovative learning with service to others.

Fostering a Broader and Bolder Perspective (20m)
- A primary challenge for students in the course, and for attendees in the session, is to think beyond traditional course requirements. In this segment, we will explore how to generate and answer questions designed to push projects from the mundane to the compelling, and from the compelling to the inspiring. This will include a short video sample of a student presentation.

Logistics for Inspiration (20m)
- Attendees will work with models for organizing content and assignments for the course, as well as approaches to recording and sharing student pitches and presentations. As successfully giving and receiving feedback is a central piece of the course, the presenter will guide the groups on ways to adapt such systems to a variety of school and community settings.

Closing (10m)
- The presenter will leave time for Q&A, as well as how to use the support materials made freely available online to all attendees and their colleagues.

Supporting research

* "When students know others will see their work, they want it to be good. When it's just for the teacher, they want it to be good enough." (2016). Hurley, R., Making Your School Something Special. (San Diego, Dave Burgess Consulting, p27.)
* Both youths and communities benefit when students engage in service learning in and out of school. (Zaff, J, and Lerner, R. (2010). Service Learning Promotes Positive Youth Development in High School. Phi Delta Kappan, Feb 2010, 91(5), 21-23.)
* "Technology's role...is less about the concrete forms it takes, and more about how it shapes possibilities for us and our students." (Hurley, 2016). Making Your School Something Special (DBC Books, 8.)
* The catalytic effects of Web 2.0 technologies are attractive, allowing greater student independence and autonomy, greater collaboration, and increased pedagogic efficiency. (Franklin, T., and van Harmelen, M. (2007) Web 2.0 for Content for Learning and Teaching in Higher Education; Bristol: JISC.)
* Digital video technologies can encourage collaborative learning with the associated benefits of increased motivation, deeper understanding, and increased self-confidence. (Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technology. Children and Computer Technology, 10(2), 76-101.)

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.headline
How to enhance teaching Global and Digital citizenship in my classroom

# data[].attributes.subject
How to enhance teaching Global and Digital citizenship in my classroom

# data[].attributes.attachment_link.readable_text
Incorporating coding into the curriculum can help students develop essential skills, promote digital literacy, encourage responsible use of technology, and foster sustainability Develop problem-solving and critical thinking skills: Coding requires students to think logically and systematically, skills that are transferable to other areas of their lives. Promote digital literacy: As technology continues to play an increasingly important role in our lives, it's essential that students are equipped with the skills to navigate and understand it. Encourage globa digital citizenship: By learning to code, students can develop a deeper understanding of how technology works and how they can use it responsibly and ethically. Coding can also be used to develop solutions to environmental and sustainability challenges, such as creating apps that promote waste reduction or energy efficiency. Enhance creativity and innovation: Coding provides students with the opportunity to express their creativity and bring their ideas to life through tech

# data[].attributes.attachment_link.title
ISTELive 23 - Edtech conference | June 25-28 | Philadelphia

# data[].attributes.attachment_link.description
Where what's next in education becomes what's now! Be there to discover your next adventure, collaboration, project, favorite tech tool, friend.

# data[].attributes.body
Facilitated by Gregg Stone, MAD-Learn

# data[].attributes.headline
Topic: Incorporating SDGs for Intercultural Understanding

# data[].attributes.subject
Topic: Incorporating SDGs for Intercultural Understanding

# data[].attributes.body
Facilitated by Nicole Naditz

# data[].attributes.headline
Topic: Professional Development and Coaching Teachers in Global Collaboration

# data[].attributes.subject
Topic: Professional Development and Coaching Teachers in Global Collaboration

# data[].attributes.body
Facilitated by Russett Craig-Goulding

# data[].attributes.headline
Topic: Social Emotional Wellbeing Online

# data[].attributes.subject
Topic: Social Emotional Wellbeing Online

# data[].attributes.body
Facilitated by Michelle Velho

# data[].attributes.body
Facilitated by Jackie Bonder

# data[].attributes.headline
Topic: Global Collaboration through Virtual Internships 

# data[].attributes.subject
Topic: Global Collaboration through Virtual Internships 

# data[].attributes.body
Facilitated by Alefiya Master of MAD-Learn, Roundtable Discussion Session 1 ONLY

# data[].attributes.body
Facilitated by Amanda Bickerstaff

# data[].attributes.body
Facilitated by Allyson Mitchell of CILC during Roundtable Discussion 2 ONLY

# data[].attributes.headline
Topic: Food Scarcity and how it affects the SES development in children 

# data[].attributes.subject
Topic: Food Scarcity and how it affects the SES development in children 

# data[].attributes.body
Facilitated by Caitlin Hayes

# data[].attributes.headline
Topic: AI in the middle school environment

# data[].attributes.subject
Topic: AI in the middle school environment

# data[].attributes.body
Facilitated by Steve Dembo

# data[].attributes.headline
Topic: Integrating the SDGs into curriculum

# data[].attributes.subject
Topic: Integrating the SDGs into curriculum

# data[].attributes.body
Facilitated by Dr. Kaylah Holland, Roundtable Discussion Session 1 ONLY

# data[].attributes.body
Facilitated by Julene Reed

# data[].attributes.headline
Topic: AI and the future of world language teaching 

# data[].attributes.subject
Topic: AI and the future of world language teaching 

# data[].attributes.body
Facilitated by Teresa from Fairfax County Schools

# data[].attributes.body
Facilitated by Dr. Michael Harvey

# data[].attributes.body
Facilitated by Lucy Gray

# data[].attributes.body
Facilitated by Allyson Mitchell of CILC during Roundtable Discussion 1 ONLY

# data[].attributes.headline
Revamping World Language Instruction with the SDGs

# data[].attributes.subject
Revamping World Language Instruction with the SDGs

# data[].attributes.body
Presentation deck from Ying Jin, ACTFL National Language Teacher of the Year

# data[].attributes.attachment_link.title
2023 CLTA Revamping Instruction with  the United Nations Sustainable Development Goals (SDGs).pdf