Competition
There is a negative aspect that is also present in the utilization of global tools, but not yet visible to my fourth grade students. Of course, the concern is, “Will I be able to get a job when I finish my studies?” It is a question that is stressing many of our current college students and recent graduates. If this is already a factor present in today’s university climate, than my graduating class of 2024 will have an even more difficult time as they navigate through a new global society. In his article, Yong Zhao (2009) mentioned the issue of outsourcing and offshoring as he stated that “The situation is worse for the United States, which is expected to have about 3.4 million service jobs moved to other countries.” (p. 104). If this was supposed to occur by 2015, how many more jobs will have moved overseas by 2024? I worry that my students are not going to have the future that they hoped and dreamed of because the job availability is limited when they enter the “real world”.
What do we do?
In order to get our students ready for this ever-increasing global society, we need to immerse them into a variety of diverse cultures and 21st century learning tools.
Standards
- RL.4.2 Determine the theme of a story, drama, or poem from details in the the text: summarize the text.
- RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- RI4.3-Explain events, procedures, ideas, or concepts in historical, scientific, or technical text,including what happened and why, based on specific information in the text.
- W4.3a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- W4.3b - Use dialogue and description to develop experiences and events or show the responses of characters to situations.
- W4.3c - Use a variety of transitional words and phrases to manage the sequence of events.
- W4.3d - Use concrete words and phrases and sensory details to convey experiences and events precisely.
- W4.3e - Provide a conclusion that follows from the narrated experiences or events.
- W4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- RI4.3-Explain events, procedures, ideas, or concepts in historical, scientific, or technical text,including what happened and why, based on specific information in the text.
- W4.3a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- W4.3b - Use dialogue and description to develop experiences and events or show the responses of characters to situations.
- W4.3c - Use a variety of transitional words and phrases to manage the sequence of events.
- W4.3d - Use concrete words and phrases and sensory details to convey experiences and events precisely.
- W4.3e - Provide a conclusion that follows from the narrated experiences or events.
- W4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.