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Theorizing and Realizing the Globalized Classroom

Theorizing and Realizing the Globalized Classroom

Steve McCarty
Copyright: © 2008 |Pages: 9
ISBN13: 9781599049397|ISBN10: 1599049392|EISBN13: 9781599049403
DOI: 10.4018/978-1-59904-939-7.ch184
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MLA

McCarty, Steve. "Theorizing and Realizing the Globalized Classroom." Global Information Technologies: Concepts, Methodologies, Tools, and Applications, edited by Felix B. Tan, IGI Global, 2008, pp. 2541-2549. https://doi.org/10.4018/978-1-59904-939-7.ch184

APA

McCarty, S. (2008). Theorizing and Realizing the Globalized Classroom. In F. Tan (Ed.), Global Information Technologies: Concepts, Methodologies, Tools, and Applications (pp. 2541-2549). IGI Global. https://doi.org/10.4018/978-1-59904-939-7.ch184

Chicago

McCarty, Steve. "Theorizing and Realizing the Globalized Classroom." In Global Information Technologies: Concepts, Methodologies, Tools, and Applications, edited by Felix B. Tan, 2541-2549. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-939-7.ch184

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Abstract

This chapter examines what criteria, conditions, or characteristics actually constitute a globalized classroom. A graduate course on online education taught in Japan is presented as a case in point. Online mentoring and educational technologies spanning six countries are described. Explanatory frameworks include globalization, constructivism as a cross-cultural pedagogy, cultural attitudes toward the adoption of online technologies, transformative learning, and empowerment. Voluntary feedback from the graduate students, mostly translated from Japanese, provides evidence such as: (a) that mainstream Western constructivism has some universality to be readily accepted by Japanese students, (b) that unfamiliar online information and communication technologies (ICT) are also welcomed, (c) that a positive form of globalization can occur in such a class, and d) that their learning was transformative and empowering. The theoretical framework accounts for the changes which students reported in their attitudes and practices. Thus the class provides a model for realizing the globalized classroom.

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