4.3 Diversity, Cultural Understanding, and Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Artifact
My Etowah River Preservation Project is a project I enjoyed working on in my graduate studies. It also involves something I am passionate about, which is preserving the Etowah River. My family and I enjoy recreating on the Etowah River which constitutes a wide variety of biological that is increasingly being threatened (Burkehead, et.al., 2009) (Cook, 2013). In this artifact, a colleague and I focused on creating awareness and promoting action to help reverse the imperiled Etowah River ecosystem. I worked on this artifact with my co-worker, and fellow ITEC graduate candidate, Bethany Horsely.
Standard 4.3, Diversity, Cultural Understanding & Global Awareness – asks candidates to model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. In this artifact, we outlined ways in which students can utilize technology to assess the effects of pollution on a resource that they are aware of and care for themselves. By doing this, we are making our pedagogy more culturally relevant, which creates more cultural understanding and increases awareness. By creating the lesson, we also model culturally relevant pedagogy for our students. They use traditional scientific process like observations and analyzing data with more technology-rich activities like 3D modeling design and creating prototypes for fish attractors to be used to help maintain diversity in the Etowah. By facilitating this analysis and research, we are encouraging students to get involved and engaged in the word around them. Sharing their finding and design solutions helps make the lesson more authentic and engaging. It is my hope that by doing so, they will also generate more awareness and influence other stakeholders in the community to act as well.
Not only did I learn a great deal by completing this project, but this course in general helped me become aware of numerous things that I was previously unaware of. Citizen Science projects are common, but I was not familiar with the movement before taking this course. It is great to see teachers and learners throughout our nation immersing themselves in projects that help reinforce what we teach in the classroom. The LoTi framework is another resource that when used properly helps raise engagement in your curriculum. All teachers want more engagement, but we often lack a reference to help make the change we want to see in our classroom. The LoTi framework provides that reference. What I regret the about this project is that Bethany and I have not been able to implement it yet. Our schedules overlap, and it makes it very difficult to make this a reality. I have used it partially in my classroom, but I want to continue to seek ways in which I can implement it in a more robust way. We have a block set aside for project-based projects, but it occurs during my planning period. I would love it if some of the science teachers would implement it and give me feedback as to how it goes.
This lesson was developed to improve my personal classroom, as well as Mrs. Horsely’s classes. How it would improve my curriculum is that by making the lesson more authentic and culturally relevant, students will connect with the content and engage with the content. I will be able assess if it works by observing engagement in my classroom, conducting surveys of the lesson, and seeing improvement in assessments that I give over the content covered in the lesson.
References
Burkehead, N., Walsh, S., Freeman, B., & Williams, J. (2009). Status and Restoration of the Etowah River, an Imperiled Southern Appalachian Ecosystem. Retrieved from
https://sherpaguides.com/southeast/aquatic_fauna/chapter_16/index.html
Cook, J. (2013). Etowah River User's Guide: Vol. 4. Georgia River Network Guidebooks Series. University of Georgia Press.
Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. TEACHING Exceptional Children, 39(3)
Standard 4.3, Diversity, Cultural Understanding & Global Awareness – asks candidates to model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. In this artifact, we outlined ways in which students can utilize technology to assess the effects of pollution on a resource that they are aware of and care for themselves. By doing this, we are making our pedagogy more culturally relevant, which creates more cultural understanding and increases awareness. By creating the lesson, we also model culturally relevant pedagogy for our students. They use traditional scientific process like observations and analyzing data with more technology-rich activities like 3D modeling design and creating prototypes for fish attractors to be used to help maintain diversity in the Etowah. By facilitating this analysis and research, we are encouraging students to get involved and engaged in the word around them. Sharing their finding and design solutions helps make the lesson more authentic and engaging. It is my hope that by doing so, they will also generate more awareness and influence other stakeholders in the community to act as well.
Not only did I learn a great deal by completing this project, but this course in general helped me become aware of numerous things that I was previously unaware of. Citizen Science projects are common, but I was not familiar with the movement before taking this course. It is great to see teachers and learners throughout our nation immersing themselves in projects that help reinforce what we teach in the classroom. The LoTi framework is another resource that when used properly helps raise engagement in your curriculum. All teachers want more engagement, but we often lack a reference to help make the change we want to see in our classroom. The LoTi framework provides that reference. What I regret the about this project is that Bethany and I have not been able to implement it yet. Our schedules overlap, and it makes it very difficult to make this a reality. I have used it partially in my classroom, but I want to continue to seek ways in which I can implement it in a more robust way. We have a block set aside for project-based projects, but it occurs during my planning period. I would love it if some of the science teachers would implement it and give me feedback as to how it goes.
This lesson was developed to improve my personal classroom, as well as Mrs. Horsely’s classes. How it would improve my curriculum is that by making the lesson more authentic and culturally relevant, students will connect with the content and engage with the content. I will be able assess if it works by observing engagement in my classroom, conducting surveys of the lesson, and seeing improvement in assessments that I give over the content covered in the lesson.
References
Burkehead, N., Walsh, S., Freeman, B., & Williams, J. (2009). Status and Restoration of the Etowah River, an Imperiled Southern Appalachian Ecosystem. Retrieved from
https://sherpaguides.com/southeast/aquatic_fauna/chapter_16/index.html
Cook, J. (2013). Etowah River User's Guide: Vol. 4. Georgia River Network Guidebooks Series. University of Georgia Press.
Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. TEACHING Exceptional Children, 39(3)
