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Methods presentation week 1

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LeAnn Skeen

This document discusses trends, challenges, and issues related to education and globalization. It identifies several connections including multicultural education, ubiquitous learning technology, and the spread of global religions. One challenge is that socioeconomic status can amplify risks for less qualified workers in the global market. The spread of religions also disrupted indigenous forms of education in some areas. Further, multicultural education aims to help students understand their own and other cultures to participate effectively in local and global communities. Ubiquitous learning is also a trend, as portable devices are blurring lines between formal and informal learning anywhere internet is available.

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Methods presentation week 1
Trends, Challenges, and Issues Connected to Education and Globalization Myrna Skeen Professor Mike Torres Secondary Teaching Methods 27 February 2017
Connections Multicultural Education Ubiquitous Learning TechnologySpread of Global Religions Socioeconomic Status
Challenge Socioeconomic Status According to Sandra Buchholz 2008, who wrote the article, “Life Courses in the Globalization Process,” While well qualified employees still enjoy high protection against labour market risks, employers tend to impose asymmetric relationships especially on the less qualified and on the outsiders of the labour market. Thus, the increase of risks and uncertainty in the globalization process is channeled systematically to the disadvantage of the lower skilled and less qualified workers, thereby amplifying the importance of social characteristics, such as education and class.
Overcoming Socioeconomic Challenges
Trend and Challenge Technology The internet has Created a virtual environment Cross-cultural Environments Teams across time zones
The Spread of Global Religions Issue According to Leon Tikly 2001, Professor at The University of Bristol, in his article, “Globalisation [sic] and Education in a Postcolonial World,” the spread of global Religions, most notably, Islam and Christianity, caused an Interaction that disrupted and displaced indigenous forms of Ceremonies, skills, crafts training, and education.
Challenge Multicultural Education and Globalization According to Eunhyun Kim, author of the article, “Conceptions, critiques, and challenges in multicultural education: Informing teacher education reform in the U.S,” The educator’s role is to: • help students to better understand their cultural knowledge. • to learn the consequences of embracing it. To understand how it relates to: • mainstream academic knowledge • popular knowledge • to the knowledge they need to survive To participate effectively: • in their own and other cultural communities • the mainstream culture • the global community
Healthy Approaches
Trends Ubiquitous Learning Portable digital devices are blurring the lines between formal and informal learning. Immediate access to Information is making it possible to learn anywhere there is an internet connection.
References Bauman, A. (2016) ‘Students’ perceptions of the use of technology in cross-cultural communication’, Higher Education, Skills and Work-Based Learning, 6(2), pp. 193–207. doi: 10.1108/heswbl-06-2015-0034. Buchholz, S., Hofacker, D., Mills, M., Blossfeld, H., Kurz, K., & Hofmeister, H. (2008). Life Courses in the Globalization Process: The Development of Social Inequalities in Modern Societies. European Sociological Review, 25(1), 53-71. doi:10.1093/esr/jcn033 Hwang, G., Wu, T., & Chen, Y. (2007). Ubiquitous computing technologies in education. International Journal of Distance Education Technologies, 5(4), 1-4. Retrieved from https://search.proquest.com/docview/201697158?accountid=458 Kim, E. (2011). Conceptions, critiques, and challenges in multicultural education: Informing teacher education reform in the U.S. KEDI Journal of Educational Policy, 8(2) Retrieved from https://search.proquest.com/docview/1013972203?accountid=458 Tikly, L. (2001). Globalisation and Education in the Postcolonial World: Towards a conceptual framework. Comparative Education, 37(2), 151-171. doi:10.1080/03050060124481

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Methods presentation week 1

  • 2. Trends, Challenges, and Issues Connected to Education and Globalization Myrna Skeen Professor Mike Torres Secondary Teaching Methods 27 February 2017
  • 4. Challenge Socioeconomic Status According to Sandra Buchholz 2008, who wrote the article, “Life Courses in the Globalization Process,” While well qualified employees still enjoy high protection against labour market risks, employers tend to impose asymmetric relationships especially on the less qualified and on the outsiders of the labour market. Thus, the increase of risks and uncertainty in the globalization process is channeled systematically to the disadvantage of the lower skilled and less qualified workers, thereby amplifying the importance of social characteristics, such as education and class.
  • 6. Trend and Challenge Technology The internet has Created a virtual environment Cross-cultural Environments Teams across time zones
  • 7. The Spread of Global Religions Issue According to Leon Tikly 2001, Professor at The University of Bristol, in his article, “Globalisation [sic] and Education in a Postcolonial World,” the spread of global Religions, most notably, Islam and Christianity, caused an Interaction that disrupted and displaced indigenous forms of Ceremonies, skills, crafts training, and education.
  • 8. Challenge Multicultural Education and Globalization According to Eunhyun Kim, author of the article, “Conceptions, critiques, and challenges in multicultural education: Informing teacher education reform in the U.S,” The educator’s role is to: • help students to better understand their cultural knowledge. • to learn the consequences of embracing it. To understand how it relates to: • mainstream academic knowledge • popular knowledge • to the knowledge they need to survive To participate effectively: • in their own and other cultural communities • the mainstream culture • the global community
  • 10. Trends Ubiquitous Learning Portable digital devices are blurring the lines between formal and informal learning. Immediate access to Information is making it possible to learn anywhere there is an internet connection.
  • 11. References Bauman, A. (2016) ‘Students’ perceptions of the use of technology in cross-cultural communication’, Higher Education, Skills and Work-Based Learning, 6(2), pp. 193–207. doi: 10.1108/heswbl-06-2015-0034. Buchholz, S., Hofacker, D., Mills, M., Blossfeld, H., Kurz, K., & Hofmeister, H. (2008). Life Courses in the Globalization Process: The Development of Social Inequalities in Modern Societies. European Sociological Review, 25(1), 53-71. doi:10.1093/esr/jcn033 Hwang, G., Wu, T., & Chen, Y. (2007). Ubiquitous computing technologies in education. International Journal of Distance Education Technologies, 5(4), 1-4. Retrieved from https://search.proquest.com/docview/201697158?accountid=458 Kim, E. (2011). Conceptions, critiques, and challenges in multicultural education: Informing teacher education reform in the U.S. KEDI Journal of Educational Policy, 8(2) Retrieved from https://search.proquest.com/docview/1013972203?accountid=458 Tikly, L. (2001). Globalisation and Education in the Postcolonial World: Towards a conceptual framework. Comparative Education, 37(2), 151-171. doi:10.1080/03050060124481