Abstract:
The foundation of constructing my inquiry started from my personal experiences, particularly through teaching at an International School after graduating from NC State in 2011, and seeking to build the global connection. I had met many expats and international groups through the school and community. This helped shape my global thinking and value global education. Through our engaged activities and sharing knowledge about cultures, backgrounds, experiences, and languages, I wanted to expand my knowledge further to enhance global education teaching practices.
As I was exploring my options to pursue my Masters degree, the NLGL program caught my attention instantly. I knew this is what I wanted to study and further expand my knowledge about global education, innovation, inquiry, curriculum development, and leadership.
I came back to the College of Education at NC State in January 2016, and my life shifted us back home to Raleigh, NC. As a mother of three young children, I merged back into our community and began taking leadership roles in various settings. In these roles, there are many multicultural learners and through this, I found my purpose in educating children in our society and providing them with the opportunity to understand what it means to live in a multicultural, diversified community. Some of these roles include:
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Lead-Teacher/Coordinator/Planner for Co-ops
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Lead-Parent in a weekly Storytime at a IAR
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A member of the Youth Committee
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Substitute Teacher/Volunteer Parent/KG Room-Parent
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Taking on volunteering opportunities to help improve our community
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Tutoring
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Collaborating with establishing a Global Education Curriculum
As my time in New Literacies is still ongoing, I have so far worked on building my understanding and knowledge for global learning in schools.
The following question compelled my education, "How can we teach Global Education using Inquiry-based Learning through a Technology Enriched Curriculum?"
My coursework, experiences, and various positions have helped shape my inquiry.
The first part of my program covered a course on Theory and Research in Global Education, and a course about research applications in Curriculum and Instruction.
I have also taken four remarkable courses throughout 2017 about emerging and integrating technology literacy, as well as teaching and learning with digital video. In these courses about new literacies and global learning, I realized that educators can use media and technology to connect globally and students would be given the opportunity to collaborate and learn through a technology-enriched curriculum. Global learning pedagogy would allow the students to use inquiry-based knowledge, and examine their roles and ideologies. This would allow them to create a better understanding of others, as well as appreciate the multicultural society we live in. This would help make everyone realize that inclusion is an important part of a persons life. Students would be able to understand democratic, global citizenship through global education. All of the knowledge I have gained so far has transformed my thoughts, understanding, and perspective on what it means to be a global educator and learner. I hope my that I will be able to change and contribute to the global education aspect in our students lives.
My journey still continues till Spring 2019 when I present my thesis, as my direction is geared toward academics and pursuing a higher degree.
I will be embarking on an incredible experience from May-June 2018, to research the education system in Finland and Estonia (course: ED 795). I will come back and continue my path in writing the curriculum for the Global Education class at Pine Springs Preparatory Academy, as well as continuing the following courses:
Summer II: Teacher as Researcher
Fall 2018: Contemporary Approaches to Teaching Social Studies
Spring 2019: Thesis