The starting point here in managing opportunities to making the classroom more global is two-fold: 1. staff development (not for the technology, but rather how to use/manage the technologies that are available,) and 2. allowing students to teach/mentor their teachers in what they know about technology (November, 2010, pp. 48-49). Ultimately, at the heart of managing this opportunity is a dialogue with students and parents to find out where they want to take learning. Still, there must be careful planning which includes a mapping out various websites, technologies, etc. and also a sensitivity to cultural differences, the digital divide, etc.
This goes beyond simply using Skype to video conference in the classroom (though it sounds like a blast and with SmartBoards, much easier than before,) but a true understanding of the appropriate places/situations for using such technology. Teachers have to do this all while managing the responsibility of incorporating district, state, and government curricular standards into the everyday classroom; administering state and district assessments; and keeping their classroom (and now beyond,) a safe, effective learning environment. To do this, teachers will have to rely on open-minded and honest collaboration with each other, administration, parents, students, and the community (both local and global.)
• How can we create authentic work and relationships for our students to give them a deeper meaning in relation to complex issues such as globalization and cultural sensitivity?
The best way to create authentic work and relationships for students to harvest deeper meaning to globalization and cultural sensitivity is to begin finding more and more opportunities to post work and/or communicate through the Internet. One can do this through simply having students research and follow other cultures online, which is a good jumping board. From there, students can have email-based pen pals in which they have authentic dialogue with peers from other cultures and access student projects online (which can inspire them to create their own web-based projects.) Teachers can also blog with students via individual and/or classroom websites which once posted online are globally accessible. Aside from all this, there are opportunities for video-conferencing with people all over the world. The possibilities are endless, but in turn, our responsibilities for guiding students through this process (such as teaching cultural etiquettes, etc.) are also endless.
• If every teacher had a web site, what would be the most efficient design for teachers to share their best practices?
In searching through our readings, I realize that there is really no one “right” way for teachers to design the most efficient website to share their best practices, however a good one should first be easily accessible. There can be no sharing if nobody can find your site so having an easy to remember URL or a link to your website on the District’s or school site can ensure students and parents have access to the site. It is also important to regularly monitor and manage to site to ensure that it is up-to-date and fosters learning.
I turned to Chapter 3 in both Alan November's Empowering Students with Technology, 2nd Edition [(2010). Thousand Oaks, CA: Corwin.] and Will Richardson's Blogs, Wikis, and Podcasts, and Other Powerful Web Tools for the Classroom [(2010). Thousand Oaks, CA: Corwin.] to determine that once students/parents/anyone can access the site, it should contain profile information about the teacher with their unique background, vision for teaching, and credentials, a place for students to access assignments/homework with due dates and important school events (which can be as easy as a quick link, an interactive calendar, or scrolling box at the top of the page,) a place for collaboration from students, parents, and colleagues which includes a “contact the teacher” link, and a place for students to post work so it can be critiqued by others (this can be peers, other teachers, experts, etc.) One may also consider having a class blog to dialogue assignments and feedback about what’s happening in and out of school. Furthermore, it is a good idea to have “live” student-teacher feedback time, such as after-school virtual office hours, so students can receive help on assignments as they work on them. This, in turn, can build a trust between students and teachers and one for the entire process of using the Internet within the classroom.
Personally, though I'm meandering from the question a bit, I believe having trust in this process is the key to it working at all. Many parents are apt to shy away because like us, they are not technology natives like their children. Many students may find this to be a fun process, but may not see its true learning potential. So whatever you do with your website, make sure it is created to harbor learning and be open to suggestions for improvements. Remember, a global audience means a global opportunity to receive valuable feedback.
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