2020 Winter Term
EDU381 Globalization, Digital Technology, and Education
グローバリゼーション、デジタル テクノロジー、そして教育
  Language of Instruction: E
  鄭 仁星 (JUNG, Insung)

CREDIT (単位): 3
Lec.(講義) Sem.(演習) Lab.(実験実習) Exe.(実技) Intensive(集中講義)
This course examines the dynamics of globalization, digital technologies, and their impacts on education with a wide range of cases from both developed and developing countries. It discusses such areas as a diversified cross-border education landscape, online and open education, emergence of for-profit education, quality assurance issues, and digital gaps in education, applying related theories and models.


Designed as a topical course, this course will expose students to a variety of debates and developments related to globalization, digital technology and education. First, students will be introduced to the key concepts, themes and theories that help frame their understanding of globalization and technology and their impacts on education around the world. And drawing on literature from the fields of international and comparative education, educational technology, philosophy and sociology, students will critically engage in the debates and discussions on globalization, including the role played by digital technologies and by multilateral agencies, and analyze the impact of globalization on K-12 and higher education in various regions.

Style: Online (A combination of asynchronous and synchronous classes)
Online class tools: Moodle and Zoom (Zoom lectures will be recorded and sent to those who study in a different time zone and who miss a class for unavoidable reason.)
Moodle URL: https://moodle3.icu.ac.jp/course/view.php?id=3111 (Available from December 1, 2020)

Learning Goals(学習目標)
Upon completion of this course, the students will be able to:

1) Demonstrate basic knowledge of key concepts, dimensions and theories relevant in the discussion of globalization and technology advancement in education.
2) Critically analyze major topics or issues surrounding globalization and education.
3) Scrutinize the extent to which various actors (e.g., government, school, university, NGO, etc) have responded to globalization by implementing educational reform and/or technology innovation.
4) Develop and deliver a comprehensive, comparative, professional quality case study using relevant literature and empirical data.

Week 1 Understanding globalization
3/Tu Dec. 8 (Zoom and Moodle)
Course Overview
Film analysis 1: Globalization and its impacts

2/3/Th Dec. 10 (Zoom and Moodle)
Paradoxes of globalization (the good and bad of globalization); Economic, political, cultural, and environmental dimensions of globalization
Debate 1: “How does globalization affect education?”
Reading: Stromquist (2002, Preface, Introduction, and pp. 1-62)

Week 2 Global policies and convergence in educational practices
3/Tu Dec. 15 (Zoom and Moodle)
Global policies -- EFA, SDGs, MDGs; The role of multilateral organizations
Reading: Selwyn (2013, pp. 43-61) and UN/ WB documents on global policies

2/3/Th Dec. 17 (Zoom and Moodle)
Education systems, world culture and convergence in educational practices.
Debate 2: “To what extent are education systems becoming more alike due to globalization
Reading: Baker & LeTendre (2005, pp. 1-70)

Week 3 Education for the global knowledge economy
3/Tu Dec. 22 (Zoom and Moodle)
Globalization and forms of parental choice in education (e.g., charter schools, voucher programs, international schools, virtual schools, etc.)
Reading: Stromquist (2002, pp. 37-62)

2/3/Th Jan. 7 (Zoom and Moodle)
The Global Knowledge Economy
Debate 3: “How are schools preparing students for the 21st century workforce?”
Reading: OECD (2009)

Week 4 Case study design
3/Tu Jan. 12 (Moodle)
Globalization and educational reforms ? Overview
Locating good case studies

2/3/Th Jan. 14 (Zoom and Moodle)
A comparative analysis of two educational reform cases (Group formation): Literature review

Week 5 Opportunities in education
3/Tu Jan. 19 (Zoom and Moodle)
Film analysis 2: On the way to school

2/3/Th Jan. 21 (Zoom and Moodle)
Women in education in the globalizing world.
Debate 4: “what are gains and loses for women in the globalized world?”
Reading: Stromquist (2002, pp. 133-156)

Week 6 Transnational education
3/Tu Jan. 26 (Zoom and Moodle)
Transnational education
Reading: Alam, F., et al. (2013). Transnational education: Benefits, threats and challenges

2/3/Th Jan. 28 (Zoom and Moodle)
Quality, accountability and accreditation in transnational education
Reading: ENQA (2010)

Week 7 Virtual education
3/Tu Feb. 2 (Moodle)
Film analysis 3: Future Learning https://www.youtube.com/watch?v=qC_T9ePzANg; https://www.ted.com/talks/sugata_mitra_the_child_driven_education

2/3/Th Feb. 4 (Zoom and Moodle)
Quality, accountability and accreditation in virtual education
Debate 5: “How does the increasingly global reach of networked technologies influence schools, universities or educational approaches in different countries?”
Reading: NEPC (2009)

Week 8 The local and the global
3/Tu Feb. 9 (Zoom and Moodle)
Local responses to globalization
Reading: Arnove, Torres, & Franz (2013): Bray, M.’s chapter on “Control of Education, Issues and Tensions in Centralization and Decentralization.”

2/3/Th Feb. 11 (Zoom and Moodle)
Local variations in educational technology provision and practice
Debate 6: “How are educational policymakers responding to globalization at the local level?”
Reading: Selwyn (2013, chapter 5)

Week 9 Equity in education
3/Tu Feb. 16 (Zoom and Moodle)
The consequences of media/technologies on culture and education
Film analysis 4: On the Brink of a Network Society https://vimeo.com/31726831
Reading: Stromquist (2002, pp. 63-82)

2/3/Th Feb. 18 (Zoom and Moodle)
Guest speaker: Education, inequality and social justice
Debate 7: "are schools and educators around the globe successfully responding to inequalities and other global challenges today?”
Reading: Baker and LeTendre (2005, pp. 71-103)

Week 10 Final presentations
3/Tu Feb. 23 (Zoom and Moodle)
Case study presentation 1

2/3/Th Feb. 25 (Zoom and Moodle)
Case study presentation 2

Language of Instruction(教授言語の詳細)
1) English will be used for lectures, discussions and other activities, assignments and tests. Japanese can be used during discussions for group work. References written in Japanese can be used for assignments.

Lecture -- English
Readings/Materials -- English (For assignments, Japanese materials can be used.)
Tests/Quizzes/Assignments -- English
Discussions/Presentations/Other learning activities -- English. Japanese can be used.
Communication with the instructor -- English. Japanese can be used.

Grading Policy(成績評価基準)
1) Analysis paper (individual work, 10% x 3 = 30%) -- a 1,000 word analysis of the readings and class discussions for every three weeks. The goal is to critically reflect on the materials read and the class discussions. Evaluation criteria: explicit application of a conceptual/analytical framework, coherence of paper organization and development, depth of description and analysis, incorporation of coursework knowledge from readings and discussions, and clarity and quality of writing.
Due: Paper 1--Jan. 12; Paper 2 -- Feb. 2; Paper 3 -- Feb. 23

2) Reflection note on leading in class debate (individual work, 10% x 2 = 20%) -- you will take the lead in debate and exercise to promote thoughtful exchanges during group discussion. The goal is to take an active and creative lead in an intellectual discussion at the university level. After the lead, submit one page reflection note (single spaced, 12 pt) on how you prepared for, and facilitated the debate, which strategies worked or didn’t work, what lessons learned, etc.
Due: One week after each lead.

3) A case study report (group work, 40%) -- pick at least two cases of education reform which responds to the globalization (at institutional, national, or regional level). Develop an in-depth analysis paper (4,000 words including tables/figures and references). The paper should include clear and concise description of each education reform with relevant facts, critical analysis of the cases based on a conceptual/theoretical comparison framework and using relevant research evidences, and logical and reasonable conclusion. A preliminary outline should be presented for instructor feedback by Jan. 19 Monday 2021.
Due: Feb. 28

4) Attendance, participation and professionalism (10%) If I notice that you repeatedly disengage during lecture or group activities and/or use your mobile devices in an excessive and distracting manner, a 0% will be given for your professionalism aspect of this grade.

Expected study hour outside class(授業時間外学習)
Expected study hours per week are 210 minutes. You are expected to spend about 210 min. per week for required and optional readings, assignments, presentation preparations, and other learning activities.

There are no required textbooks, but students will be assigned weekly readings. Parts of the required materials are selected from:

1) Baker, D. P. & LeTendre, G. K. (2005) National differences, global similarities: World culture and the future of schooling. Palo Alto, CA: Stanford University Press.
2) Stromquist, N. P. (2002). Education in a globalized world: The connectivity of economic power, technology, and knowledge. Lanham, MD: Rowman & Littlefield Publishers.
3) Arnove, R. F., Torres, C. A., & Franz, S. (Eds.) (2013). Comparative education: The dialectic of the global and the local (4th ed.). Lantham, MD: Rowman and Littlefield Publishers.
4) Selwyn, N. (2013). Education in a digital world: Global perspectives on technology and education. New York: Routledge.
5) OECD (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries https://www.oecd-ilibrary.org/docserver/218525261154.pdf?expires=1582275085&id=id&accname=guest&checksum=843F7B09C0F1191347A7C774EF69A04C
6) NEPC (2009). Virtual schools in the US 2019 https://nepc.colorado.edu/sites/default/files/publications/Virtual%20Schools%202019.pdf
7) ENQA (2010) Quality Assurance in Transnational Higher Education https://enqa.eu/indirme/papers-and-reports/workshop-and-seminar/ENQA%20workshop%20report%2011.pdf

1) Moodle will be used as a major communication tool. You are required to access the class Moodle site at least two times a week and follow the directions.
2) You are encouraged to bring your own laptop or tablet for class activities.
3) Writing Standards - Citations and references should adhere to the American Psychological Association (APA) Formatting and Style Guide (see: http://owl.english.purdue.edu/owl/resource/560/01/ and http://www.apastyle.org/apa-style-help.aspx).
4) Attendance is required. Because active participation is crucial for student learning, students are required to attend all the classes and to log in to the class website regularly. If you miss 2 classes (or 6 periods) or more from Week 2 onward, you will get an incomplete (‘E’) even if you satisfy other requirements. A two-point penalty will be applied for missing a period.
5) It is the student’s responsibility to discuss a make-up plan with the instructor regarding any missed work after being absent.
6) Plagiarism will not be tolerated. Plagiarism, cheating, and other forms of academic dishonesty will be punished according to ICU regulations.
7) Incomplete or late assignment will result in a two-point penalty per day.