5C Summary and Evidence


“Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community.

Global Collaboration and Awareness (image by https://flic.kr/p/9fheWG)

Global Collaboration and Awareness (image by https://flic.kr/p/9fheWG)

5C Summary

  • The third component to the digital readiness project focuses on cultural awareness, attention to diversity, and healthy interaction and communication locally and globally.
    • With adequate training and technology, the classroom learning environment can be transformed to incorporating voices from across the city, state, or even globe.
    • Examples include using Google’s Hangout technology high quality real-time video chat is an attainable opportunity without requiring much more than a basic technology device and at least a 5 mbps internet connection. Skype and Zoom are other capable video tools.
  • Examples of my global collaboration are captured in 3G Summary and Evidence. Which includes my work with George Fox University and using Twitter.
  • In my exploration of online learning I came across the important attribute of community and how community can and should be built globally. Ertmer et al., (2011), discussed students that used Atlasssian’s Confluence Wiki to connect globally and their struggle working with different cultures. However through the experience they were able to learn more about others and grow relationships:

“Although students were quick to point out some of the difficulties involved in connecting with others across time zones, cultures, and geographical distances, they were also aware of the potential benefits” (pg. 256).

5C Evidence

Digital Readiness Project Reflection

Community: The Primary Ingredient for Online Learning

Ertmer, P. A., Newby, T. J., Yu, J. H., Liu, W., Tomory, A., Lee, Y. M., et al. (2011). Facilitating students’ global perspectives: Collaborating with international partners using Web 2.0 technologiesThe Internet and Higher Education14(4), 251–261.