Ya-Shen+Huang+Design+Space

=**I. Design space to develop your 250-300 word** // abstract // **that summarizes your question, rationale, and your findings.**= I was a middle school Chinese teacher for four years and I'm doing the Social Studies degree in New Literacies and Global Learning program now. I study in the U.S. for two years and stayed in England for three months. The experience of studying abroad intrigues me about global education. In this two years, I met many people that move from a country to another country. I could feel the world getting smaller and smaller. My students will meet people from another culture or live in another country. What can I teach global learning to prepare students for the future? In my previous semesters of studying, I learned a lot from technology and global learning. I this what I learned would help my students and I hope to combine these into my future teaching.
 * What is your question? //How to use technology in a global setting for effective teaching?//
 * What is your rationale?
 * What are your findings?

=**II. Design space to plan out your** // creative synthesis // **that will visually represent your findings. Remember to include your abstract in your visual representation.**=

> I want to facilitate global learning of my students in my secondary classroom. On the other hand, I learned a lot about using technology on pedagogy.Also, technology is one of the reasons contributes to the globalization. As a result, I think the usage of technology will be a ideal tool to use in global learning. > > My compelling question is : > > Develop your compelling question related to student learning by the end of your first semester in the program. Decide on a question that you are passionate about and want to focus on for the duration of your program. Click here to learn more about what we mean by compelling question. Here are a couple of examples: How do I creatively and effectively engage diverse learners in my middle grades classroom? How can I effectively engage elementary students in reading and writing?
 * ==Compelling Question:==
 * //** How to use technology in a global setting for effective teaching in the secondary classroom? **//

==Gather & Analyze Information:==

This class was the first course I take in NLGL program. I learned a lot of Web 2.0 tools that could be applied to the pedagogy. I got to know more about the theories about TPACK, new literacy, global education. It's a good start to begin the following courses. The final assignment of this course was a group PBI project, and we used Voicethread to help students learn "summary" skills. Students took practices on Voicethread mainly and other tools to summarize the readings.
 * ECI 546 New Literacies & Media

//Project Based Inquiry Project: //
 * Question: How can we help Tionna's 4th grade students learn to summarize text in a condensed yet through manner?
 * In the project, we followed the TPACK framework to give an effective pedagogical practice in a technology enhanced classroom.
 * The lesson timeline was about six weeks, and the readings are "Dovey Coe" as well as news articles.
 * We used Voicethread for chapter summaries.
 * The written project : http://moodle.wolfware.ncsu.edu/mod/forum/discuss.php?d=652911
 * PBI video : []


 * ECI 524 Theory and Research in Global Learning

Successful global education would help students expand their horizons from the classroom to the rest of the world. With the advance of technology, there are many possibilities in the global education classroom. Global education not only educates students to be ready for the flat world but also to make a better world.

In this course, we follow the four global education competencies set by the Asia society and CCSSO ([|ccsso.org]) to design our final project:
 * 1) Investigate the world
 * 2) Recognize perspectives
 * 3) Communicate ideas
 * 4) Take action

//Unit plan project : African Literature and related human rights issues - More than One Story //

Students will read four short stories and one novel by African writers.Groups are formed based on the literature choices students make, they will meet to decide how they will divide the reading for their bi-weekly book club meetings. The final assessment for part one of the unit will be an in class essay writing. There will be three lesson plans are about the literature works and three lesson plans are about the extended information related to these novels. There are three major themes of these literature works: child soldiers, women’s rights, and religion tension.We try to bring these important global issues to the classroom and make students get to know more about them. We design some take-action activities and hope they will take action on these issues.

- Students will read a piece of African literature within book clubs to analyze characters, themes, and cultural aspects - Students will use their reading of a piece of African literature as the basis for their research. - Students will work collaboratively in groups to answer four essential questions to determine the authenticity of one piece of African literature. - Student groups will present their answers to the four essential questions in a multimedia presentation to the class. - Students will learn about the basic information of three Western African countries. - Students will understand these issues of child soldiers, women’s rights, and religion tension in some African countries.
 * Objectives:

- Introduction to Literature of Northwest Africa (Day One) - Book Club Meetings - Child Soldiers in Sierra Leone (A Long Way Gone: Memoirs of a Boy Soldier ) - Women status in Senegal (So Long a Letter) - Religion tension in Nigeria (Things Fall Apart, Purple Hibiscus) - Unit Reflections (Last Lesson)
 * Six lesson plans :
 * The class blog : http://glpfinaleci524.weebly.com/index.html


 * ECI 523 Teacher as Researcher

// Research //// question : // // How digital text helps reading comprehension for Chinese as second language learners? //

// Introduction: //

Developing reading comprehension is an important complex skill and it’s a challenging for students who learn Chinese as second language. This is my first year to be a Chinese teacher in a heritage language school and my students go to class on Saturdays. Most students think Chinese is too difficult to learn and they especially don’t like to read. However, the members of academic affairs in my school think reading is very important, so they decided to implement a continuous books exchange activity between the school library and the class. My students responded reading was hard and boring to keep up. As a student of NLGL program, I learned a lot about new literacy and the integration of teaching and technology. Hence, I decided to use digital text to help the reading comprehension of my students.

//Literature review: //
 * Kress said, digital text are “governed by distinct logics which changes not only the deeper meanings of textual forms but also the structures of ideas, of conceptual arrangements, and of the structures of our knowledge” (Kress, 2003 p. 16). As Kress noted, digital text has great difference from traditional text. Digital text and paper-based text could contribute to many different types of reading.
 * Kress also argued that the difference between reading a word and reading the picture. Kress compared the “logic of the words’ and the “logic of the image”. Kress said the logic of words is “linear and sequential” whereas the logic of images is “non-linear and non- sequential”.
 * Walsh reported that the similarities and differences between the processes of reading digital text and conventional texts (Walsh, 2006). The readers can use digital text to get the general ideas and go over the traditional text to get the integrity of the ideas. Therefore, I used the digital text in the pre-reading phase. Walsh sated the reader needs to use a variety of senses (hearing, sight, etc) to respond the multimodal texts.
 * Unsworth demonstrated the using of digital text could facilitate more active, reflective reading. Those studies show that digital text required multi-skill in the process and this would help students to work more on the reading.

// Action research: // In my research, I conducted two reading activities and do the comparison to see “does the integration of digital text into the reading activity promote students’ reading comprehension?” The readings in this research was Momotarō (the Peach Boy) and The Chorus of Principal Ma.

 I didn’t use any digital text in the reading activity of Momotarō (the Peach Boy). The Chorus of Principal Ma reading was an activity integrating with digital text. I do the comparison of the results of these two activities. There were three major steps in the process: pre-reading preparation, reading, post-reading writing (discussion). In the activity of The Chorus of Principal Ma, I played two videos about The Chorus of Principal Ma about this story in the pre-reading preparation phase to arouse students’ interest on reading and provide additional information to the reading. I divided the story into three parts for students to read in the class, as their assignment, and in the class. In the second class of this activity, we did the review and finished the reading. In the final class, we had the discussion and I asked students to take note of the discussion. In the discussion, we go online to search the information of this story. We add the information that students felt interesting to our discussion. Finally, students need to write a short article about this story as their assignment. This was the procedure I implemented in the research.

// Findings: //
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">In the before and after surveys, there is an obvious difference about the answer to “Do you think the digital text help you to read the story?” Before the activity, three students said yes and two students said “ no opinion or have no idea ” After the activity, all of five students answered yes to “digital text help them to read the story”. Their answers told us digital text helps them understand the story better.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> In the results of the quiz, there was dramatic difference. With the digital text, they tend to give more correct answers to the multiple-choice quiz. Digital text provides more stimuli for students in the reading. As Walsh’s statement, the reader needs to use a variety of senses (hearing, sight, etc) to respond the multimodal texts and this will facilitate more active, reflective reading.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Especially, it’s surprising to see the advance on the length of answer to short answer question. Some of them recited the sentences on the digital text or in the discussion.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> The performance of students showed that digital text might be a good way to promote students’ reading comprehension.

// Reference: // <span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Ash, G. E. (2012). Visual and digital texts. //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Journal of Adolescent & Adult Literacy, 56 //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">(4), 331-333. <span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Kress, G. (2003). //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Literacy in the new media age. // <span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Unsworth, L. (2003). Re-framing research and literacy relating to CD ROM narratives: Addressing ‘radical change’ in digital age literature for children. //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Issues in Educational Research //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">, //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;"> 13 //<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">(2), 55–70. <span style="font-family: 'Times New Roman',serif;">Walsh, M. (2006). The textual shift: Examing the reading process with print, visual and multimodal texts. //Australian Jounal of Language and Literacy, 29//(1), 25-37.


 * ECI 525 Contemporary Approaches In the Teaching Of Social Studies

<span style="font-family: Arial,Helvetica,sans-serif;">In this course, I learned a lot about the usage of digital primary source and some some pedagogy methods that using technology. <span style="font-family: Arial,Helvetica,sans-serif;">The most beneficial one should be Webquest, which I will use it a lot in my future teaching. I made a Webquest activity about the introduction of Japanese culture.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">//Webquest activity :// []

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">//My posts of this class:// []


 * ECI 727 Digital History & Social Studies

We used a lot of technology tools to read digital primary resources. In this course, I found that there are so many new tools and ways to use in the classroom. The ability to read and analyze primary resources is important for students in New Literacy society.


 * ECI 508 Teachers as Leaders

This course helped me to build my own definition of teacher leadership, and gave me the opportunity to review my history. I expect myself to be a successful teacher as well as a teacher leader in the school.


 * Use coursework (including core courses ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.

> > ** How to use technology in a global setting for effective teaching in the secondary classroom? **
 * ==Creatively Synthesize Information:==

//**<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;">Findings: **//


 * Technology :TPACK framework. Teachers need to be able to use technology in the classroom to get students learn in different ways.


 * Global learning : Prepare students for future global society ,and bring global issues to the classroom.


 * Leadership :Leadership is a requirement of 21st century not only for teachers, but also for students. Teachers and students both need to learn leadership.


 * Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.

> Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.
 * ==Critically Evaluate and Revise:==

> Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.
 * ==**Share, Publish, Act:**==