About this paper

Appears in:
Pages: 3587-3596
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

DIFFERENT CULTURES DIFFERENT VALUES, IMPLICATIONS FOR TEACHING AND LEARNING OF GLOBAL PERSPECTIVES IN PRESERVICE TEACHER EDUCATION

E. Henshaw, K. Buote, D. Alessandrini

Rhode Island College (UNITED STATES)
This session is designed to demonstrate to the participants how global citizenship can be taught from social studies thematic unit with the use of multiple literacies and technology.

Social studies discipline is an indispensable force in providing multiple literacies and integrated learning experiences for global citizenship to the whole child, teachers and community. Through interdisciplinary approach to teaching social studies, students will become aware of different cultures and values. The use of technology in social studies instruction facilitates learning and increases students’ curiosity in social and global issues. It also stimulates their interest in problem solving and decision making; thus preparing them to become active and responsible citizens of their country and the world.

Multiple literacies with emphasis given to strategies for curriculum integration and learning, can expand intellectual horizons and break down borders between cultures and countries, even as it contributes to a better understanding of ourselves, our country and our world. This session will increase participants’ capacity to integrate into their curriculum global consciousness and appropriately utilize technology in educating and assessing performance.

Multiple literacies through interdisciplinary approach, designed by preservice teachers in my social studies methods class, will be examined to show how global citizenship and sensitivity to human differences can effect the development of the whole child, teachers and community. Finally, participants will develop plans for integrating their ideas into teaching frameworks for example, instructional methods, activities, and lesson plans or curriculum unit that could be used in their schools or at various levels of instruction ( Pk -12 ).
@InProceedings{HENSHAW2012DIF,
author = {Henshaw, E. and Buote, K. and Alessandrini, D.},
title = {DIFFERENT CULTURES DIFFERENT VALUES, IMPLICATIONS FOR TEACHING AND LEARNING OF GLOBAL PERSPECTIVES IN PRESERVICE TEACHER EDUCATION},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {3587-3596}}
TY - CONF
AU - E. Henshaw AU - K. Buote AU - D. Alessandrini
TI - DIFFERENT CULTURES DIFFERENT VALUES, IMPLICATIONS FOR TEACHING AND LEARNING OF GLOBAL PERSPECTIVES IN PRESERVICE TEACHER EDUCATION
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 3587
EP - 3596
ER -
E. Henshaw, K. Buote, D. Alessandrini (2012) DIFFERENT CULTURES DIFFERENT VALUES, IMPLICATIONS FOR TEACHING AND LEARNING OF GLOBAL PERSPECTIVES IN PRESERVICE TEACHER EDUCATION, EDULEARN12 Proceedings, pp. 3587-3596.
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