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"If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students."

"Heidi Hayes Jacobs and I have been working on a curated Global Education site that will bring resources to educators to address global awareness, skills, literacies and competencies in their schools and classroom. The site hopes to facilitate connections between educators and established global projects and act as a clearinghouse for web 2.0 tools, links and books that facilitate, support and encourage global teaching and learning."

"Ask yourself the following questions. Then ask these questions of your faculty and administration. * Is global awareness and education important to students who do not and most likely will never own a passport? * Should/is "Global Awareness" or "Global Competencies" (be) taught as a (required) separate course/subject? * Do you infuse culture BEYOND food, music, games, festivals, language or art? * Do teachers need to be globally connected in order to connect their students?"

"he Global Competence Matrix was created as part of the Council of Chief State School Officers' EdSteps Project, in partnership with the Asia Society Partnership for Global Learning. You can download the matrix (pdf) here."

"We are in the middle of a enormous change of the culture of teaching and learning. The teacher must see himself/herself as a learner, since he/she is on uncharted territory as well in our ever changing (digital) world. Key competencies and literacies, such as global, media, network, information literacy and digital citizenship amplify our traditional notion and expectation of basic literacy in education. In addition to the traditional content knowledge we are expected to teach/learn in schools, we must include learning how to learn."

"I presented Global Pedagogy, Not Just a Project at BLC 2014- Building Learning Communities in Boston, MA."

"Below you will see a slide deck, I shared with an Elementary School during a webinar a few weeks ago addressing challenges and examples of globally connected learning."

"Alan November tours his hometown of Marblehead, MA and comments on the historical global vision of his community. Alan challenges us to think about the emerging role of "student as contributor" and to globalize our curriculum by linking students with authentic audiences from around the world. "

"I have been dying to share this project with all of you, but I have been holding off until we have completed the unit (well almost…). There seem to be more and more opportunities popping up for our 5th grader to continue learning and connecting their knowledge about Christopher Columbus… Take a listen to the students' "CC Newscast" video and then read on about the "upgrade" process from textbook to globally connected learning!"

"We have heard plenty from teachers. We have heard plenty from educational "gurus" and theorists what students should/shouldn't be learning and how we should/shouldn't be teaching. I have written and talked plenty about the need for globally connected educators. I have even written a chapter in Heidi Hayes Jacobs' upcoming book about Global Literacies. It is time to hear from students!"

"Tutorial Designer" is one of the six roles, Alan November lists in his Digital Learning Farm that empower student learners and describes in his book 'Who owns the Learning?. Take a look at the examples below of students: sharing what they have learned in class sharing beyond their classroom and their parents sharing with a global audience in mind."

"What Do You Have to Lose? was a blog post I wrote 4 years ago… It is a new idea for many classroom teachers/students to move from writing, reading and "doing" work, not only for themselves, supervisors/parents or for a monetary compensation/grade, to share their work openly and freely with others. The idea of putting oneself "out there on the internet" (on a larger scale than the teacher lounge) and publicly "brag" about successes, admit failures, ask for help or document one's learning and teaching process, feels unnatural and even scares many of them. A lot of water has gone under the bridge, a lot has changed in terms of technology… It has been 4 years and my belief in sharing to amplify teaching and learning has grown stronger, even when the work I share gets taken, plagiarized and used for profit by others. I am continuing to make the benefits of documenting (for reflection, metacognition and connection purposes) visible, but the documentation can not be the end all. The next step must be sharing and disseminating that documentation. It is about sharing conversations, resources, model lessons, student work, reflections, innovative ideas, action research, etc. Sharing in service of benefiting the educational community and advancing eduction. Sharing in order to be part of a network that supports each other and and pushes thinking forward. Without individual parts, there is no network. The more parts, the larger and stronger the potential network. In the last few weeks, there have been many examples at Graded, the American School of São Paulo, that show the power of sharing and the ripple effect it created: Teaching others you will never meet Authentic audience Feedback Personal Branding Remix & Added Value Building a Personal Learning Network"

"I am still amazed at the amount of educators, who believe that Twitter holds NO VALUE for their professional learning. Many hold on to the belief that Twitter is a waste of time, used to follow celebrities, listen to gossip and bad hair day complaints. If YOU were able to get past that initial Twitter reputation, diving into the Twittersphere can be scary, OVERWHELMING and participating in this global conversation platform does not necessarily come naturally to everybody."

"I had a wonderful modern learning experience this past school year Skyping into a first-grade class in Jacksonville, Fla. This first-grade class is learning geography (as well as global perspectives!) through an activity that they call "Mystery Skyping." The teachers connect with someone via Skype somewhere in the world. That person Skypes in and the students get to ask questions to discover where in the world that person is. I was so excited to participate and be one of the "Mystery Skypers!""

"Blogging is about reading and about writing in digital spaces. We want students to make their learning and thinking visible. We are developing a platform and a blogging pedagogy for students to document, reflect, organize, manage their online learning records and using student work on blogs as a source for formative assessment. Timely feedback from their teachers, peers and a global audience is critical to the process."

"The Connected Educator Month is around the corner. Norway, Australia, New Zealand and the USA have organized hundreds of events for educators to learn, connect and collaborate. As I am preparing to be part of a panel on October 2, 4 pm (USA EST)/October 3rd, 9am (NZ time) and keynote in Oslo, Norway on October 21st, I am looking at 4 big ideas around the connected educator through the lens of connected professional learning."

"The Situation: I am working with Middle School students (Grades 6-8 - 11-13 year olds) at Graded, The American School of Sao Paulo, Brazil. One of the vision of our division is to create student blogfolios (Digital Portfolios on a blogging platform) to encourage and support sharing and documentation of learning artifacts and to receive authentic global feedback. We are just at the beginning of our journey to use the blogs to document and reflect. Specifically… Our 8th graders have written a "This I Believe" essay, which they are "upgrading" from a text base essay to a video or audio presentation using images, video or sound to not just "enhance with technology" but to truly transform a reader's/viewer's experience."

"As I am speaking of the benefits of blogging as a professional and student, I sometimes wonder if the word "blogging" is not a word we speak as we talk at cross-purposes with other educators. When I use the word "blogging", I am NOT seeing: technology, a project, an add-on to the curriculum content. When I use the word "blogging", I am seeing: learning how to read and write in digital spaces, the possibility of writing for an authentic global audience, a platform for reflection, investigation, documentation and curation, a platform that supports and amplifies modern skills and literacies. On the tails of Visible Thinking Routines for Blogging, comes this new blog post that wants to make Blogging VISIBLE!"

"There is more to blogging with your students than simply creating a blog and starting to copy and paste work, that traditionally was done on a paper journal or worksheet in the classroom, into that digital space. Blogging is about quality and authentic writing in digital spaces with a global audience in mind, observing digital citizenship responsibilities and rights, as one documents, organizes and makes one's learning and thinking visible and searchable."

"Blogging in education is about quality and authentic writing in digital spaces with a global audience, while observing digital citizenship responsibilities and rights, as on documents, reflects, organizes and makes one's learning and thinking visible and searchable! Blogging is not analog writing in digital spaces. Blogging is not an activity, but a process. The process includes reading, writing, commenting and connecting. It is about reciprocating and an emphasis on quality, not just publishing."