From Kansas to Queensland: Global learning in preservice elementary teacher education

Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries – Australia and the United States – to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of other’s cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six-week period the students engaged in the computer-mediated communication and were encouraged to learn about mutual cultural practices and primary/elementary science education in both countries. The outcomes demonstrated that students involved in the project benefited from an array of different and enriching learning experiences. Students benefited through enhanced understanding of the teaching of science and an appreciation of the common problems confronting science education in both countries. However, there was little engagement in debate or discussion of individual differences and the cultural context of each other’s country even when opportunities presented themselves. Nevertheless, the on-line tasks provided the pre-service teachers with the experience and confidence to engage their own students in similar global learning initiatives when they become teachers

Using Global Learning to Enhance the Preparation of Elementary Teachers in the Teaching of Mathematics and Science: What we Learned?

Structured reflections and metacognitive thinking of elementary teacher education students provide powerful opportunities for students’ self-efficacy growth, and the development of both mathematics and science related pedagogical content knowledge (PCK). Guided student-instructor reflections were already a part of an integrated mathematics and science methods class for preservice elementary teachers. A global learning dimension was added to further develop the reflective practice through cross-cultural discussions between students, as well as faculty, with their counterparts at a collaborating overseas university. The discussions were conducted using e-mail and were guided by a series of questions upon which students were to reflect with their 'e-mate’. The pilot of this project revealed problems with the establishment of dependable communication between the students. It also revealed the need for a more structured communication process, more guidance for students in online etiquette, and reconsideration of how students would be assessed for global learning activities

Global perspectives of science education: Successes and challenges of a pilot project

This paper describes a pilot global learning project, which linked Australian preservice primary students teachers with their counterparts in the US. In the context of globalization and with the rapid development of the world wide web, greater understanding of other cultures and practices has become a priority. To address this issue, the study was conducted with approximately sixty Australian students in the second or third year of their primary Bachelor of Education course studying a Science Curriculum unit. These students were matched with a cohort of third year undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six week period the students e-mailed each other weekly and attempted to learn about primary / elementary science education in both countries. The project was monitored over the six-week period and carefully evaluated at the end. A number of valuable insights were obtained from the evaluation data and these are discussed. Important lessons gained from the initial pilot project will be used to enhance and shape the future directions of providing global perspectives for primary preservice student teachers

Global Learning Technology: Developing Pre-Service Elementary Teachers' Reflective Practice through Cross-Cultural Exchanges

This paper reports on the initial implementation of a global learning project. The primary objective of the project was to develop in students a broader, cultural perspective through co-reflection with an e-mate in sister classes at a collaborating overseas institution. The experience was designed to provide a cross-cultural environment for structured reflection and metacognitive thinking in which preservice elementary education students examined their beliefs about teaching and learning mathematics and science

From Kansas to Queensland: Global learning in preservice elementary teacher education

Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries – Australia and the United States – to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of other’s cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six-week period the students engaged in the computer-mediated communication and were encouraged to learn about mutual cultural practices and primary/elementary science education in both countries. The outcomes demonstrated that students involved in the project benefited from an array of different and enriching learning experiences. Students benefited through enhanced understanding of the teaching of science and an appreciation of the common problems confronting science education in both countries. However, there was little engagement in debate or discussion of individual differences and the cultural context of each other’s country even when opportunities presented themselves. Nevertheless, the on-line tasks provided the pre-service teachers with the experience and confidence to engage their own students in similar global learning initiatives when they become teachers

From Kansas to Queensland: Global learning and internationalisation in preservice elementary teacher education. Paper presented at the annual conference of the American Education Research Association Conference

Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries – Australia and the United States – to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of other’s cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the Unite

Beta-propeller protein-associated neurodegeneration:a new X-linked dominant disorder with brain iron accumulation

Neurodegenerative disorders with high iron in the basal ganglia encompass an expanding collection of single gene disorders collectively known as neurodegeneration with brain iron accumulation. These disorders can largely be distinguished from one another by their associated clinical and neuroimaging features. The aim of this study was to define the phenotype that is associated with mutations in WDR45, a new causative gene for neurodegeneration with brain iron accumulation located on the X chromosome. The study subjects consisted of WDR45 mutation-positive individuals identified after screening a large international cohort of patients with idiopathic neurodegeneration with brain iron accumulation. Their records were reviewed, including longitudinal clinical, laboratory and imaging data. Twenty-three mutation-positive subjects were identified (20 females). The natural history of their disease was remarkably uniform: global developmental delay in childhood and further regression in early adulthood with progressive dystonia, parkinsonism and dementia. Common early comorbidities included seizures, spasticity and disordered sleep. The symptoms of parkinsonism improved with l-DOPA; however, nearly all patients experienced early motor fluctuations that quickly progressed to disabling dyskinesias, warranting discontinuation of l-DOPA. Brain magnetic resonance imaging showed iron in the substantia nigra and globus pallidus, with a ‘halo’ of T(1) hyperintense signal in the substantia nigra. All patients harboured de novo mutations in WDR45, encoding a beta-propeller protein postulated to play a role in autophagy. Beta-propeller protein-associated neurodegeneration, the only X-linked disorder of neurodegeneration with brain iron accumulation, is associated with de novo mutations in WDR45 and is recognizable by a unique combination of clinical, natural history and neuroimaging features