A curriculum with inclusive ethics, sharing philosophical relationship, and encompassed religions, nations, and people who experience education.

Second, examine what has been happening in one area of Mexico

Third, examine what has been happening in India.

Fourth,examine what has been happening in Taiwan.

Fifth, discuss what we have learned relative to the possibility of a global curriculum.

Time spent on teaching and learning vs time spent on compliance issues.

Disconnect between national educational goals and classroom practices.

Standardized testing versus educational goals

The RttT was introduced as a competitive grant for states to garner additional funding for plans to help the lowest achie

standards that are internationally benchmarked and provide the framework for what students should know and be able to do.

Using problem-based learning that was place-based, the teachers developed curriculum around genetics research, mathematics modeling, and genealogy.

In a sense, the cohort created a transformative teaching model/approach (using technology) reflecting a basic assumption (gender) in improving education practice through the use of multiple disciplines (science and mathematics) and many angles of vision (technology, especially social
media and open software)

A few of these alternate technologies include the use of colored chalk, wax pencils, and transparency sheets.

Teaching as cultural practice involves the language, tools, beliefs about teaching and learning, customs, traditions, andrituals used in teaching.

involves a rich and long history of “gurukul,” where sons are sent to live and study with teachers.

leads to rethinking the meaning of, or the role of, standardized responses and repetition so often evident in mathematics classrooms. Considering how one might teach a language at the same time as teaching particular content provides an alternative perspective

It is important that educators learn as much as they can about the educational systems in other countries, particularly Asian countries, and how mathematics and science are taught in those countries, and how technology is used.

To learn about the level of use of educational technology in mathematics and science classes

To explore why mathematics and science teachers used (or did not use) educational technology, and

To provide a perspective about the availability of and support for the use of educational technology in mathematics and science.

In Taiwan, the integration of technology into mathematics and science instructional practice was quite limited.

While the goal for a global curriculum is a novel idea, it is incumbent upon lawmakers and policymakers to ensure that all students and all teachers receive and become trained in STEM curriculum

to provide opportunities to examine cultural contexts of teaching and learning by using dimensions of culture to frame analysis of what works well and why.

examine oneself in terms of the cultural context of schooling experience and consider ways to consider the implications for working within a given cultural context and/or actively working to challenge change in such contexts

teachers and students trust each other in their journey.

increase practices that move away from doing “old things in new ways”

for teacher preparation in this move toward a global curriculum that effectively integrates STEM

we must rethink field experience as a culminating activity, where the candidate isimmersed in the classroom at the end of their learning to practice their skills.