Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Fifteen: Blogging for Global Literacy and Cross-cultural Awareness: Kenneth T. Carano & Daniel W. Stuckart
Kenneth T. Carano Daniel W. Stuckart
The globalization of economic, political, technological, and environmental systems has permanently altered the knowledge and skills that young people need to become effective citizens (Merryfield, 2000). The scale with which these systems are transforming many modern societies is unprecedented; therefore, globalization has the possibility of expanding the critical, imaginative, and ethical dimensions of education (Heilman, 2009). As a result, students need to understand these global interconnections if they are to take advantage of the opportunity to attain their full potential (Tye, 1999) and develop the skills enabling them to interact effectively with people different from themselves. One method for doing this is through digital technology, which has the potential of breaking the walls of the traditional classroom (Carano & Berson, 2007).
The invention of the Web browser has facilitated a historic change in global connectedness, and a significant consequence has been the online phenomenon of social networking sites (Kirkpatrick, 2006), which are Internet sites where people can come together to communicate with one another (Metz, 2006). Their popularity is underscored by the fact that the online social networking site Facebook has surpassed Google to become the top source for Internet traffic (Evangelista, 2010). Cognizant of this increasingly interconnected world and the profound potential of utilizing this technology in the social studies classroom, this study explores using Weblogs, or blogs, as a pedagogical tool in the development of global literacy and cross-cultural awareness in secondary school students. Students have used blogs...
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