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EDTC 804 Global Issues in Educational Technology Leadership
This course focuses on exploring and investigating educational technology from a global perspective.
Professor: Dr. Christopher Shamburg
Fall 2018
The paper explored the educational experience of the Big Picture Learning Model and explained it through the scientific, pragmatic, and global dimensions that Arnove described.
Described the Pearson Initiative by Kamenetz (2016) and examined in three of the five paradigms discussed by McCowan (2015).
The following three paradigms examined: Marxist, liberal egalitarian, and radical humanism.
Marxist stated the primary root cause of the educational difference was inequality. Evidence of class inequality came from middle classes doing better than working classes because of limited access to learning resources.
Liberal Egalitarian referred to the fundamental of fairness and equality for educational opportunities. A philosophy focused on social equality for all people with equal access to society's rights and privileges.
Radical Humanism emphasized the individual and collective empowerment through learning and prioritized the welfare of human beings in all situations.
Reviewed the six case studies in the Reimers and Chung (2016) book. The paper examined the context, trajectory, and character of twenty-first-century education in the six countries. The six countries reviewed was Singapore, China, Chile, Mexico, India, and the United States.
The paper highlighted: salient features of each country's context, trajectory, and character of twenty-first-century education, common themes among the cases, and areas of distinction among the cases.
Environmental Scan: Program for International Student Assessment (PISA) WikiProject - selected one country from the list of participants in PISA.
Provided an overview of Singapore's relationship with PISA. The paper included the following sections: its scores, standings, policies, and politics in response to PISA scores.
A presentation involved with fellow cohort members: Tulay Altin, John Findura, and Damiano Mastrandrea on leapfrogging. Winthrop (2018) described "leapfrogging" as the ability to make rapid innovated progress in education and helped young people thrive in the learning environment.
The focus was on the United States segment of developing digital solutions to enable language acquisition of English by learners who spoke another language.
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