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Promoting Global Literacy Skills through Technology-Infused Teaching and Learning

Book Description

The increasing internationalization of today’s classrooms calls for learning institutions to prepare students for success in an interdependent and technologically-advanced world. Faculty who are competent in multiple 21st century skills are best equipped to engage students in curricula that are relevant, transformative, and engaging across content areas and cultures. Promoting Global Literacy Skills through Technology-Infused Teaching and Learning examines the function and role of globalization in 21st century teaching and learning, especially in light of technology integration and the need to prepare and empower global educators and global citizens respectively. Covering topics that range from social networking in linguistics to software used in engineering curricula, this premier reference work will be relevant to academicians, researchers, students, librarians, practitioners, professionals, and engineers.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
    1. REFERENCES
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Chapter 1: Enhancing Linguistic and Intercultural Competencies through the Use of Social Network Sites and Google Earth
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND: ENHANCING GLOBAL LITERACY THROUGH LINGUISTIC AND INTERCULTURAL COMPETENCIES
    4. USING TECHNOLOGY TO ENHANCE INTERCULTURAL AND LINGUISTIC COMPETENCIES
    5. TEACHER TRAINING IN THE USE OF TECHNOLOGY
    6. INSTRUCTIONAL APPROACHES FOR USING TECHNOLOGY
    7. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  10. Chapter 2: Developing Global Sensibilities through a Technology-Enabled Active Learning Anthropology Curriculum
    1. ABSTRACT
    2. INTRODUCTION
    3. TECHNOLOGY ENABLED ACTIVE LEARNING BACKGROUND
    4. ANTHROPOLOGY, TEAL, AND THE GLOBAL PERSPECTIVE IN EDUCATION
    5. EXAMPLES AND RESULTS OF ANTHROPOLOGY TEAL IMPLEMENTATIONS
    6. CONCLUSION
    7. ACKNOWLEDGMENT
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  11. Chapter 3: Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE ROLE OF TECHNOLOGY IN LANGUAGE LEARNING
    5. ACTFL STANDARDS AND COMMUNICATIVE LEARNING
    6. TEACHER EDUCATION AND STANDARDS-BASED INSTRUCTION
    7. CASE STUDY: STEPS TO INCORPORATE WEB OR MOBILE APPLICATIONS
    8. FUTURE TRENDS
    9. CONCLUSION
    10. REFERENCES
    11. ADDITIONAL READING
    12. KEY TERMS AND DEFINITIONS
  12. Chapter 4: Driving into the Gap
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODS
    5. EXPLORING THE ISSUES: LANDMARKS FROM THE JOURNEY
    6. IMPLICATIONS AND CONCLUSION: A REFLECTION ON THE JOURNEY
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
  13. Chapter 5: Moving Beyond a Focus on Delivery Modes to Teaching Pedagogy
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. PEDAGOGY OF TEACHING
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Teaching and Learning in the Global Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. PART I: THINKING TOOLS FOR BUILDING TOWARD THE THINKING CURRICULUM
    5. PART II: STRATEGIES AND EXAMPLES OF COLLABORATIVE PROJECTS FOR THE GLOBAL CLASSROOM
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTES
  15. Chapter 7: Understanding Students' Instructional Delivery Preferences and Other Classroom Logistics
    1. ABSTRACT
    2. INTRODUCTION
    3. STUDY OBJECTIVES
    4. METHODS AND SAMPLE DESCRIPTION
    5. RESULTS
    6. DISCUSSION
    7. SUMMARY AND CONCLUSION
    8. FURTHER RESEARCH DIRECTION
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
  16. Chapter 8: International Students and Their Technology Proficiency
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. CONCEPTUAL FRAMEWORK
    5. METHODOLOGY
    6. FINDINGS
    7. DISCUSSIONS
    8. IMPLICATIONS FOR PRACTICE AND FUTURE RESEARCH
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  17. Chapter 9: Promoting Globalization
    1. ABSTRACT
    2. INTRODUCTION
    3. IMPLEMENTATIONS OF THE IDEAS
    4. THE CONTEXTS AND TWENTY-FIRST CENTURY SKILLS AND GLOBALIZATION THEMES OF EACH PARTICIPANT
    5. IMPLICATIONS
    6. CONCLUSION
    7. THE EPILOGUE
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  18. Chapter 10: Embracing Complexity and Innovation in an Era of Globalization
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. FINDINGS
    5. CONCLUSION
    6. IMPLICATIONS FOR MULTICULTURAL TEACHER PREPARATION
    7. IMPLICATIONS FOR RESEARCH AND POLICY
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
    10. APPENDIX
  19. Chapter 11: Developing Global Literacy Skills of K-12 Pre-Service Teachers of English Language Learners (ELLs) through Service-Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODS
    5. RESULTS AND DISCUSSIONS
    6. PEDAGOGICAL IMPLICATIONS
    7. LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
    12. ENDNOTES
    13. APPENDIX A
    14. APPENDIX B
  20. Chapter 12: Global Literacy Skills and Collaborative Strategies for Enhancing Professional Development for Teachers and Educators
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. ACADEMIC FREEDOM AND TENURE DEFINITION
    5. GLOBALIZATION VERSUS INTERNATIONALIZATION
    6. CRITICAL LITERACY THEORY
    7. RATIONALE FOR CRITICAL LITERACY
    8. INTEGRATION OF CRITICAL LITERACY
    9. FUTURE RESEARCH DIRECTIONS
    10. CONCLUSION
    11. REFERENCES
    12. KEY TERMS AND DEFINITIONS
  21. Chapter 13: Mentoring Pre-Service Teachers at a Historically Black University
    1. ABSTRACT
    2. INTRODUCTION
    3. GLOBAL APPROACHES IN MENTORING
    4. PREPARING FACULTY AS MENTORS
    5. PERSONAL CASE (HISTORICALLY BLACK UNIVERSITY)
    6. DIVERSE ROLES OF MENTORS
    7. GLOBAL COMPONENTS OF MENTORING PRE-SERVICE TEACHERS
    8. GLOBAL COMMUNICATIONS IN MENTORING
    9. COLLABORATIVE FIELD WORK AND DATA DRIVEN DECISIONS
    10. COMMUNICATION AND MENTORING DURING FIELD EXPERIENCES
    11. SUSTAINABILITY
    12. IMPLICATIONS/FUTURE STRATEGIES
    13. REFERENCES
    14. KEY TERMS AND DEFINITIONS
  22. Chapter 14: Turning Competitions into Global Collaboration through Educational Robotics
    1. ABSTRACT
    2. INTRODUCTION
    3. GLOBAL LITERACY
    4. ROBOTICS IN EDUCATION
    5. EDUCATIONAL ROBOTICS COMPETITIONS
    6. INTERNATIONAL COMPETITION TO GLOBAL COLLABORATION: SUPERTEAM APPROACH
    7. WORK IN PROGRESS: LEARNING FROM SUPERTEAM APPROACH
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  23. Chapter 15: Promoting Cognitive Skill among Engineering Undergraduates with Technological Software
    1. ABSTRACT
    2. INTRODUCTION
    3. ENGINEERING EDUCATION BACKGROUND
    4. FUTURE RESEARCH DIRECTIONS
    5. CONCLUSION
    6. REFERENCES
    7. KEY TERMS AND DEFINITIONS
  24. Chapter 16: Global Citizenship
    1. ABSTRACT
    2. INTRODUCTION
    3. HISTORICAL BACKGROUND
    4. THE GLOBAL CITIZEN
    5. THE GLOBAL CITIZEN MANAGER
    6. USE OF TECHNOLOGY TO TRAIN THE GLOBAL CITIZEN MANAGER
    7. CONCLUSION
    8. ACKNOWLEDGMENT
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  25. Compilation of References
  26. About the Contributors