Aaron Shust - My Hope is in You

Praxis Reading Specialist Flashing Cards

Lexile score
A measure of a book's reading difficulty that makes difficulty comparable from book to book, developed by MetaMetrics. Used for leveling texts.

reciprocal teaching
technique that takes place in form of dialogue between teacher and students to develop comprehension of expository text, using four primary questions to frame work and elevate meaning connected to text: Prediction, Questioning, Summarizing, and Clarifying confusing passages.

Informal Reading Inventory (IRI)
short passages with comprehension questions, often used to gauge student's independent, instructional, and frustration reading levels.

John Guthrie
focus on motivation in adolescent readers

Fluency
ability to read accurately and with expression

Reading Recovery

Marie Clay invented early literacy intervention program for first graders performing in lowest quartile. One on one, 5 days a week, 30min per lesson, for 12-20+ weeks. Connected with a Running Record.

Surface Structure
grammatical clues on printed page, including graphophonics, lexical, and syntactic systems. "Sets of skills that help readers / writers identify words and read fluently." (Keene)

Schemata-schema

Corrective Action
NCLB term for when a Title I school or district does not make AYP for 4 years in a row, the state will place it under a corrective action plan. The plan will include resources to improve teaching, administration, or curriculum. If no progress is made, then the state has increased authority to make necessary additional improvements to ensure improvement.
Affective-Attitudes, beliefs, interests

Syntactic Clues
grammatical cues like word order, function words, and word endings

deep structure
sets of skills and strategies that help readers and writers comprehend literally to grasp a plot, comprehend deeply to prob ideas, and extend and apply their understanding--includes semantic, schematic and pragmatic system (think comprehension strategies and Keene)

Readability
quality of language that makes it easy to read and understand.

Qualities of Miscues
do they fit with the context of the passage?

CIRC
Cooperative Integrated Reading and Composition, scripted - 2 days trained - use basalt or anthologies - teacher led

R-Controlled
A vowel sounds, such as the "o" in sailor that is neither long nor short

Vowel Digraphs
Two adjacent vowels in a syllable represents one speech sound ex: "ee" in "seed", "oa" in "goat", "ai" in "pain"

SQ3R
Survey, Question, Read, Read-Recite-Review - a secondary reading tool

Newberry Award
given for most distinguished children's literature every year

Phonological Awareness
awareness of larger spoken unit such as syllables and phonemic awareness

Quantitative Data
data described in terms of numerical values

Realia
using artifacts to support learning

context clues
words or phrases that help the reader understand another word of phrase

connecting reading and writing
reading and writing naturally support acquisition of one another--an effective way to teach reading is through writing, and an effective way to teach writing is through reading

antonym
two words with opposite meanings

choral reading
reading aloud in unison with a whole class or group of students- used to develop oral reading fluency.

criterion-referenced
a test that measures certain criteria (knowledge about a specific set of facts or skills). --if a student knows the material, they will pass the test. Results reported in percentage.

Consonant Blend
Two or Three consonants blended together where each sound is heard. ex: st, bl, str

Synonym
two words that mean the same thing

No Child Left Behind (NCLB)
The most recent authorization of the Elementary and Secondary Education Act, which is the principal federal law affecting K-12 education.

Oregon Education Act for the 21st Century
Oregon law beginning in 1991 calling for increased benchmark testing and parent/public involvement and reporting of progress

Restructuring
NCLB term for Title I schools not making AYP for 6 years in a row must do one of the following: reopen as a charter school; replace all or most of relevant school staff; contract with outside entity to operate school; state takeover; or any other major restructuring of the school's governance.

schema
what you know about what you are reading - background knowledge

Scaffolding
helping students do what they cannot learn alone by modeling the process and then helping them become a little more independent each time

Schwa
An unstressed, de-emphasized sound similar to the short "u" sounds in "uh" and "mumps". ex: "a" in banana, "o" in some, "I" in pencil.

Concept Maps
A visual organizer and representation of information on a topic (similar to Semantic Webs)

Student Subgroups
NCLB term for subgroups of students based on race/ethnicity, students with disabilities, LEP, and economically disadvantaged for whic schools get disaggregated AYP status

Limited English Proficiency (LEP)
Students for whom English is a second language and who are not reading or writing English at grade level.

Phonics
Analytical, helps students sound out words, expands vocabulary

Intertextuality-relationship between texts

Narrow Reading
Reading in only one genre (helps reader develop background knowledge- Krashen)

95% accuracy
what students are supposed to read at within a given text before moving on to a more difficult level (connected to Reading Recovery with Marie Clay)

Validity
does the measure/assessment measure what it is supposed to measure?

Stanine
a method of scaling test scores on a nine-point standard scale with a mean of five (5) and a standard deviation of two (2)

Adequate Yearly Progress (AYP)
NCLB term for the minimum level of improvement that school districts and schools must achieve each year

Fluency
Ability to read accurately and with expression, Concentrating on the meaning

Over generalization
Applies to rules of language
ex: eated - ate

analytic phonics
teaching students to analyze letter-sound relations in previously learned words in order to avoid pronouncing sounds in isolation

Structural Analysis
using the knowledge of a word and sentence structure to make meaning

Word boundary
Where one word ends and another begins (ex: white space between words)

aesthetic reading
reading for pleasure

Shared Reading
reading approach where the teacher models explicitly the strategies and skills of a proficient reader

Segmentation
breaking a word into smaller pieces

Semantic Feature Analysis (SFA)
usually a grid that compares/shows differences and similarites

Positive transfer
Students first language promotes acquisition of English
ex: learning pronouns

blend
Two letters together that make two sounds. For example, bl, pl, fl, st, tr

Story grammar
Set of rules that describes organization of the story: sequence of events helps reader predict what follows each element they read

automaticity
automatic word recognition

Semantic Clues
Use of knowledge about the subject of the text and words associated with that subject to identify an unknown word within a text: meaning cues from each sentence and the evolving whole

Prosody
Expression is reading

Proficiency
NCLB term for Mastery of subject matter at grade level


Etymology
the study of words and their origins and histories

Diagnostic Testing
Use of assessment about student problems and progress to design lesson plans and organize reading instruction.

Consonant Digraph
Pair of cononants that make a single sound different from the individual sound. ex: th, sh, ph

analogy phonics
teaching students to use parts of known words (such as onsets and rimes) to read unfamiliar print words

Free Morpheme
a morpheme that is a complete word on its own: dog, lid, car

Grapheme
An individual letter.

Inversions
The reversal or flipping of letters either horizontally or vertically. Ex" p - d, d-p, m-w, u-n. Not unusual for emergent writers or readers.

Independent Reading Level
Reading level at which students can accurately recognize and comprehend words well enough that no teacher guidance is needed. (99% accuracy, 90% comprehension).

Graphophonic Cues-Sounding out words

Semantic Feature Analysis (SFA)
A technique used to explore how a set of things are related to one another. Using a grid, you sort out the similarities and differences among a group of events, objects, peole, or ideas.

Chunking
Using familiar groups of letters to decode a word. Ex: Using "at" in "cat" to decode word.

Title I
Federal funding program aimed at students who are behind academically or at risk of falling behind. Title I Part A funding provides money to improve teaching and learning of children in areas of high poverty. It is based on the number of low-income children in a school: generally those eligible for free lunch.

Supplemental Services
NCLB term for outside services such as tutoring or academic assistance that low-income students in Title I schools that have been identified as needing improvement for three years are eligible to receive.

Safe Harbor
NCLB provision for schools and districts that are making progress in student achievement but are not yet meeting target goals for AYP. Designed to prevent the over-identification of schools not making AYP.

Context clues
Definitions, descriptions, restatements

Base Word
The word to which affixes are attached (aka root word)

Benchmark
A description or example of candidate or institutional performance that serves as a standard of comparison for evaluation.

Bound Morpheme
A morpheme that must be "bound" with another morpheme to form a word. Ex: un, ish, es, ed, pre

Bloom's Taxonomy
6 levels in cognitive domain identified by Benjamin Bloom: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

Blending
The ability to separate sounds and blend them into a single word or syllable.

Syllable
the largest sound unit within a word

Allomorph
All changes of morphemes
ex: s in cats OR en in oxen

homonym
two words having same pronunciation but having different meanings, origins or spellings

guided reading-teacher-directed reading groups

Paradigm -Set of all its word forms

Yetta Goodman
mother of the miscue analysis and looking for the quality of miscues

Iowa Basic Skills Test
standardized test battery for elementary students

Instructional Reading Level
Reading level at which a student recognizes and comprehends words well enough to avoid frustration, but still requires some assistance or guidance from teacher. 90-95% accuracy and 80% comprehension

KWL
pre-reading activity for expository text that asks the reader what they KNOW, what they WANT to know, and what they LEARNED.

Psycholinguistic
The study of the relationships between linguistic behavior and psychological processes, including the process of language acquisition

Inflected forms / inflection
Case 's - number s, es - gender ess - number and case s'

graphic cues
cues from letters and letter patterns

frustration level
Reading level at which the student can't accurately recognize or comprehed the text. 90% or below word recognition and 50% or below comprehension. The reader makes more than one mistake in every 10 words read and does not understand what is being read (based onMarie Clay's work on reading recovery)

ELL/dialect miscues
do not count on a miscue analysis


efficient and effective
definition of a "proficient" reader

dipthong

a sliding vowel sound, such as -oy in boy, oi in oil, ou in house

digraph
two letters together that create a new sound. ex: sh, ph, ch, th

emergent literacy
the reading and writing behaviors that precede and develop into conventional literacy

echo reading
students echo what the teacher reads. used for emergent readers to build fluency and expression.

fluid grouping
students grouped together briefly to work on a specific skill/concept

Caldecott Medal
award for the most distinguished artwork in a picture book

efferent reading
reading for the main purpose of information, to gain meaning, from Louise Rosenblatt


Literature Circles
students read common texts and have discussions about the shared reading to increase critical thinking and response to text. Often with set roles (discussion director, mind image creator, question asker, etc.)

cloze passage
used for vocabulary instruction, omitting every fifth word in a passage--students use context clues to figure out the missing word

Rime
the vowel of a syllable, plus any consonant sounds

Whole language
Emphasizes working in groups

Comprehension
Reading in meaningful units

Efficacy
Teacher belief that he/she can affect student performance

reliability
the consistency of a test/measurement

Louise Rosenblatt
creator fo Transactional Theory of reading, where meaning arises from the trasnaction between reader and text and the reader enters reading the text with their own knowledge.

Allophone
Pin and spin are allophones of phoneme p

Directed Reading-Thinking Activity
Guided reading method where teacher divides text into shorter segments and leads kids in predicting, read silently to confirm predictions, discuss to clarify predictions and formulate new predictions

Phonemic Awareness
Awareness that there are separable sounds in words; the ability to hear seperate phenomes in words

Phonics
The letter/sound relationship in language.

Morpheme
Smallest linguistic unit that has meaning ex: in "walking", both "walk" and "ing" are this unit

Language Experience Approach
Teacher writes down what the child says so that it is easy for the child to read it back to them.

concepts of print
awareness of directionality, book cover, title... (connected to Marie Clay's work in Reading Recovery)

Norm-Referenced Tests
Tests used to rank students. Scores are compared to the scores of others who have already taken the test. Results are reported using a Bell Curve. Ex: SAT, CTSB, Iowa Test of Basic Skills, California Achievement Test)

Phoneme
the smallest meaning- signaling unit of sound in a language. may be a letter or goupr of letters ex: s, th

Orthography
The study of spelling

Onset
Any sound or sounds that may occur before the vowel in a syllable ex: "M" in "man"

Qualitative Data
data described by characteristics or properties

I just made a new Voki. See it here:

I just made a new Voki. See it here:

I just made a new Voki. See it here:

I just made a new Voki. See it here:

UNCERTAINTY surrounded the fate of another lion from Hwange National Park Saturday after a conservation group reported that Jericho, brother of the lion slain by American dentist Walter Palmer, had also been killed.

"It is with huge disgust and sadness that we have just been informed that Jericho, Cecil's brother has been killed at 4pm today," the Zimbabwe Conservation Task Force, which broke the news of Cecil's killing, said in a statement on its Facebook page.

"We are absolutely heart broken. We will update you all as soon as we have more details," the statement added.

The announcement was swiftly picked up by global media, causing consternation among animal lovers who were outraged by Palmer's killing of Zimbabwe's best-known lion, renowned for his black mane.

But the Friends of Hwange Trust urged the public to treat the ZCTF's announcement with caution.

"Please know that reports stating that Jericho - the other half of Cecil the lion's coalition - was shot today appear to be UNTRUE."

The charity admitted however it did not yet have "definite proof" of its counter claim.

Hwange park authorities were unavailable for confirmation Saturday evening.

Earlier Saturday, the parks authority announced restrictions on hunting around Hwange park, including an immediate suspension of the hunting of lions, leopards and elephants.

Palmer paid $55,000 to shoot Cecil outside Hwange park earlier this month with a bow and arrow. He and a guide then spent 40 hours tracking the wounded animal before finishing him off with a gun.

Palmer, who is being investigated by the US government over Cecil's death, has apologised and said he was misled by his guide.

WILDLIFE authorities have announced an immediate ban on the hunting of lions, leopards and elephants outside Hwange National Park in the wake of the widely condemned killing of iconic lion, Cecil early last month.

Police have since arrested one Headman Sibanda, a safari operator in the Gwayi Conservancy, in a push to plug all the loopholes that have given rise to poaching in the country.

“Hunting of lions, leopards and elephant in areas outside of Hwange National Parks has been suspended with immediate effect,” Parks and Wild Life authority director general Edison Chidziya said in a statement Saturday.

“All such hunts will only be conducted if confirmed and authorized in writing by the Director-General of the Zimbabwe Parks and Wildlife Management Authority, and only if accompanied by parks staff whose costs will be met by the landowner.”

Cecil, a favourite with international tourists, was killed on July 1 this year by Walter James Palmer, an American trophy hunter who parted with US$50,000 to get him.

The 13 year-old wonder cat was lured outside the boundaries of the country’s largest game park by his killers where he was shot with a bow and arrow and left to bleed for 40 hours before being shot to death using a gun.

The incident drew widespread condemnation especially from conservationists who are opposed to the killing of animals for fun.

Likewise, parks authorities in Zimbabwe have obliged by banning the use of bows to hunt for wild creatures.

“Bow hunting has been suspended with immediate effect and no such hunting will be conducted unless it has been confirmed and authorized in writing by the Director-General of the Zimbabwe Parks and Wildlife Management Authority,” said Chidziya in an emailed statement, read on his behalf to Harare journalists on Saturday by Emmanuel Fundira President of the Safari Operators Association of Zimbabwe.

Bow hunting, it is strongly felt, only thrills to sports hunters but is inhumane as it cripples the animal unnecessarily, allowing it to die slowly and painfully.

Chidziya said the stringent rules being introduced have been spurred by Cecil’s killing.

He added: “The Authority will not hesitate to arrest, prosecute, and ban for life any persons including professional hunters, clients and land owners who are caught on the wrong side of the law”.

Meanwhile, parks authorities quashed a rumour that emerged Saturday alleging another lion in Hwange had been killed.

Assignment Four: Final Reflection Essay

Introduction:

My global perspective when I started the course EDTC 645 “Integration of Technology: Global Perspectives” was slightly different from the way I used to understand it. By then, my global perspective understanding was limited to my original country where I grew up. Now, this has changed the meaning altogether to a different world/global perspective level. I will explain how my views about global perspectives and K-12 education have changed giving the supporting details. Also, to use the knowledge, I have acquired this semester in my classroom.

Reflection on the first essay and descriptions of my views on global perspectives and technology in K-12 education:

My first reflection essay looked at global perspective limited to my society and what we learned from school. We read about other countries from Geography, Science books, story books etc. Travelling from one town to another and to neighboring countries was also a way of learning different cultures of other countries and their way of life. The class’s knowledge was only centered to books and technology did not exist in my world. There was nothing like virtual schools but distance learning which involved students to take up extra classes to catch up with rest of the class. Now, this has changed after taking this course. My knowledge scope has opened doors to this global network and virtual school. We learned a lot during the course EDTC645 but the most important project we did, which contributed much more to the global perspective was the Country Case Study (CCS). The project was done in groups and my group’s country case study was China. It was a challenging project and each one of us analyzed two scholarly articles about China’s technology integration in their education system. The two educators we interviewed helped us to understand more about the education in China. I found out that Chinese schools had better technology use than American schools. (Custer, January19, 2013) On the other finding, both countries had concerns/issues to solve in order to move forward with their education reforms.

For example, according to (Casey, August 26, 2011) China’s rural education suffers from a shortage of funds, lack of qualified teachers and some management issues. At the same time, education in the big cities like Shanghai has made tremendous achievements; rich students have access to first-rate schools, virtual schooling and private education. On the other hand, U.S. standardized tests brought so many negative concerns in the education system and so much huge financial expenditure towards the testing. (PronCon, 6/14/2012) Having said that, the course EDTC645 opened many doors to global scope and because of that I can communicate with people from anyway in the world and be part of the global community. I also had an insight to other countries such as Finland, South Korea, Singapore and Hong Kong whose performance has shown some great strides towards students’ international assessment results. (OECD, 2010)

Learning about global perspectives and technology in K-12 education has made me realize the importance of education as a fundamental human right. Every individual, irrespective of race, gender, family or cultural backgrounds, nationality, religion etc. is entitled to the right of education. (United Nations' Universal Declaration of Human Rights UDHR, 1948) In developing countries, there are so many problems and rich countries should step up as a global community to ensure that all children have access to education and try to bridge the digital gap between the rich and the poor. An example is providing resources and opportunities to the neediest countries without discrimination of any sort.

Addressing how I hope to use what I have learned this semester in my own classroom:

I am looking forward to put all my global knowledge into good use in my classroom. My students are only exposed to global awareness through reading from books. We have not done much learning on global issues. They have watched so many videos from other countries during Social Studies, History, Science and Language arts. Now, that I have all the strategies and global knowledge, I am ready to take our lessons to a different level of global community. I learned about the global networks such as Global school net, ePals, NGO Networks (Non-governmental organizations associated with the United Nations), iEarn, etc. The first and foremost procedure is to persuade the school administration to join one of the global networks and select a project that fit well with my class content area. I am ready to introduce my class and school to the best practices in global collaboration such as Project-based learning (PBL) because best practices provide hands on activities, critical thinking, and team work and communication skills. Students will learn how to deal with real life situations, problems and study the environment concerns in various cultures at global level. I would like to instill values in my students such as respect of other people’s cultures through making a difference in their communities. They can involve in projects such as “recycle, reuse, and reduce” whereby they go in their community and demonstrate ways of keeping their community safe and clean.

My knowledge on global education will help me to share my expertise with other teachers at school, leading the way to global connections. My students will become computer experts when searching for web links, blogging, communicating using both print and electronic skills, analyzing, synthesizing and collaborating on line. They will continue to practice research of different problems they encounter.

Conclusion:

I enjoyed this course so much that would love to share my wiki website with other teachers and my students. The most challenging part of the course was when we had problems to get our interview responses back. Otherwise, my global perspective has changed so much for the better and would like to thank our instructor, Dr. Blesh for being there for us throughout the course. I have described my views of global perspectives and technology in K-12 education and addressed how I hope to use the knowledge I acquired in my own classroom.

References:

Custer, C. (January19, 2013) Are Chinese Schools Beating the US in Technology Integration? Tech. in Asia 35B Mosque Street: Singapore 059513. http://www.techinasia.com/chinese-schools-beating-technology-integration/

Casey, T. (August 26, 2011) seeing China in red the state of rural schools in China and the broken educational system Global times.

Edwards, O. (2008). Education as a Vital Global Marketplace Represents the Future: Explore the many ways students are taught around the world.  Retrieved from: http://www.edutopia.org/global-education-2008

http://www.hrea.org/index.php?doc_id=402

OECD (2010), PISA 2009 Volume I, What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, OECD Publishing.

PronCon (6/14/2012) Is the Use of Standardized Tests Improving Education in America? 233 Wilshire Blvd., Suite 200, Santa Monica, CA 9040. ProCon.org http://standardizedtests.procon.org/

Jamie Grace - Beautiful Day (Official Lyric Video)

First Reflection Essay: Understanding of Global Issues.

Introduction:

Global perspective looks at the study of the larger world and our society’s place in it. It offers students and teachers an approach which takes into account the whole of human society and the environments in which people live. Global issues take into account change, interdependence, identity, diversity, rights and responsibilities, peace, poverty and wealth, sustainability and global justice. Looking at the educational technology aspect, students learn cooperative learning and action, and shared responsibility, critical thinking, communication, values and attitudes, important skills and active participation. (Commonwealth of Australia, 2008) The reflection discusses global issues developed as I grew up and my considerations of global issues from my current standpoint as I begin this course, Integrating Technology: Global Perspectives. As a teacher, I will also explain teaching global perspectives in the classroom.

Global issues developed as I grew up:

I grew up and got educated in Zimbabwe and my global perspective was limited to my society that time. As a student, I learned how to respect, to value and to celebrate other cultures and to speak different dialects in Zimbabwe. As I grew older, I started travelling to neighboring countries and learning more of other cultures and my Geographical perspective started expanding and understanding other people’s way of living at an international level. Effective global education is not just a curriculum issue but it takes into account the diversity of multimedia. We learned more on global issues from reading books, listening to the radio, watching television, communicating through the telephone and letters. We were taught how to become involved in community activities and campaigns supporting global justice, human rights and sustainable futures, both within and beyond the school community. The curriculum covers both practical and theory, putting the acquired knowledge into real practice. An example could be doing Agricultural projects such as keeping and raising chickens for the school and fundraise money for our school development. Practicing active and informed citizenship has the potential to go beyond the academic, focusing on the whole person and developing life-long dispositions. (Commonwealth of Australia, 2008) Unfortunately, we did not have access to computers at that time.

How I consider global issues from my current standpoint at the start of this class?

Global issues bring people together and have the respect of human rights, environmental needs, peace and justice around the world. My current standpoint about global issues would be to bring the aspects in the classroom curriculum. My current stand point about Global issues/perspectives covers cultures, languages, sporting activities such as World cup soccer, Olympics, Global business, Education, politics, United Nations organizations, health etc. Students will then learn and appreciate their natural environment and the connections among people, cultures, peace and justice, health and responsibilities around the world. As I see it, Globalization is real and so teachers/educators have responsibilities of preparing students to function and make contributions in the global world. To foster this global awareness in students, teachers should incorporate the use of technology in the content and pedagogy of the curriculum. According to Schukar (1993)  Schools must prepare teachers in processes related to global education and this include strategies and methods for teaching inquiry-based learning, resolution-building among students and for teaching controversial recent issues such as  the problems the world is facing today concerning diseases, war, hunger and natural disasters. The technology offers a vast of opportunities of fostering global awareness. Because of its network of multimedia, video conferences, social action projects, virtual network of students and numerous web-based hyperlinks, teachers are able to use in their teaching strategies. (Harris, 1997-1998)

How I currently teach global perspectives in the classroom:

As a fifth grade teacher, my students are exposed to global awareness to some extent. Global issues come in all subjects such as Science, Social Studies, Language Arts, Mathematics, Reading, Geography, History, Art and Sports. An example is the Social Studies topic about the different American Indian cultures. The students read about the different food, clothing, shelter, art and hunting done by the American Indians who lived around thousands of years before the European settlers in North America. Students watched some videos and listened to documentaries and later made some art work for display in the classroom. Some of the tribes are the Chirokee, Cheyenne, Navajo, Arawak, and Sioux to mention a few. The class itself is made up of students originally from different countries. I sometimes have time to talk about my original country and give students time to discuss about their original cultures as well. Besides, students have access to educational web links or even web search on the computers. I would like to assist students to develop the skills to question and critique texts such as advertising, media images and use technology in much more ways of global perspectives. I would like to introduce my class to Web 2.0 tools, starting with the blogging account. Before doing that, I need to get permission from parents and administration to publish students’ work online. I am aware of the consequences of cyber safety for the students. Skype is one of the ways of free audio conferencing / internet phone software and would like to try Skype pen pal projects with partner classrooms across the country or across the world. Skype will be a huge global project for the school. Students also get involved in community activities such as making field trips to local companies learning about recycle, farm produce for example.

Conclusion:

By the end of the course, I hope to accomplish and articulate the value of global connections in the classroom to promote learning in the disciplines. According to our instructor, Dr. Blesh, we have a lot to learn about technology that strengthens the global perspectives in the classrooms and integrate issues related to diversity into the curriculum. Global issues developed as I grew up and my considerations of global issues from my current standpoint as well as teaching global issues in the classroom have been discussed.

References:

Browett, J. and Ashman, G. (2008) Thinking Globally: Global perspectives in the early classroom, Curriculum Corporation, Carlton South.

http://www.asiaeducation.edu.au/verve/resources/globalperspectivesstatement.pdf

Commonwealth of Australia (2008) Global Perspectives: A framework for global education in Australian schools. Curriculum Corporation. Carlton South Vic 3053: Australia

Harris, J. B. (1997-1998) From Wetware: Why use activity structures. Learning and Leading with Technology, Retrieved, October 5, 2007 from, http://virtualarchitecture.wm.edu/Foundation/wetware.html

Schukar, R. (1993). Controversy in Global Education: Lessons for teacher educators. Theory into Practice, 32, 52-57. 

Both images from: https://www.google.com/search?