Telecollaborative eNotebook 

Azusa Pacific University 

Richard Muñoz 
EDTC 526 
 Table of Contents: 

The World is Yours 

● Introduction

● Telecollaborative Structure

● Implementation Plan

● Webcapture

● Synopsis of Learning
The World is Yours 
Introduction: 
● Students will investigate issues of sustainability in
communities around the world, including their own.
● Students will identify an environmental issue in their own
neighborhood and do a global comparison to see how
people are confronting similar issues in other parts of the
world.
● https://theworldisyourglp.weebly.com

Telecollaborative Structures: 
● Global/Flat Classroom
● Social Action Project

Implementation Plan: 
● Project Timeline
○ Activity took place in the month of October over the
course of one week, after developing background
information with regard to ecosystems, food webs,
populations, and sustainability.
● Objectives
 ○ Students will investigate some of the causes and
consequences of climate change to create a reflection
piece on sustainability.
○ Students will identify sustainability issues within their
own community.
○ Students will make connections to global issues of
sustainability by comparing their own community.
● ISTE Standards
○ #1 - Students leverage technology to take an active
role in choosing, achieving and demonstrating
competency in their learning goals, informed by the
learning sciences.
○ #7 - Students use digital tools to broaden their
perspectives and enrich their learning by collaborating
with others and working effectively in teams locally
and globally.
● Common Core State Standards
○ CCCS RI 7 - Demonstrate the ability to use
technology for research, critical thinking, decision
making, communication, collaboration, creativity, and
innovation.
○ CCCS - Social Studies - 8.12 Students analyze the
transformation of the American economy and the
chang​ing social and political conditions in the United
States in response to the Indus​trial Revolution.
 ■ 1. Trace patterns of agricultural and industrial
development as they relate to climate, use of
natural resources, markets, and trade and locate
such development on a map.
● Background
○ Students research about how the actions of man and
society impact the environment and create a global
impact. Students will develop their knowledge in
ecosystems, food webs, populations, and sustainability.
● Learning Experience
○ Students will be able to engage in thoughtful
discussions about the state of our environment and
issues of sustainability in their community, and
globally, by reading grade level text, watching nature
videos, CNN news clips, and completing Nearpod
“Sustainable Communities” activities to create a
reflection piece of their choosing.
● Web Capture
● Synopsis of Learning
○ Although my initial plan was different than what I
actually was able to implement, I feel like I was able
to provide a more comprehensive learning experience
for my current students. Last school year when I first
developed my GLP plan, I was working in a middle
school setting with one academic advisement class
three times each week. Math was the only other
subject I taught. Teaching biology and green
technology gave me the opportunity to take more time
building depth of knowledge on environmental topics
with global implications. Whole class discussions and
activities were more thoughtful as we investigated
sustainability, lifestyle (quality of life), and
socio-economic challenges faced by communities in
other parts of the world.
○ One issue I experienced in planning was the lack of
participants. Getting hired late at a new school site
changed how I implemented the plan very little but no
global collaborations were made due to time
constraints and lack of consistent access to technology
for students.
○ Students were fascinated by the diversity of life in
ecosystems and intrigued about its creation and
existence. Although the content was a bit
 overwhelming at times when it came to sustainability
and climate change, the students had the maturity to
understand that people are working on the solutions as
we speak. Students also realized that they too could
contribute in many ways, no matter how small, there
is a combined global effort, impact, and solution.
○ Although my initial standards were for middle school,
I felt they were still appropriate for my new setting
with high school students and their current
developmental and academic levels of performance.
All the activities were functional academically and
fundamentally for grade level achievement and access
to curriculum for all students.
○ My students and I have enjoyed this learning
experience and have gained more insight into our own
community issues of sustainability while learning
about the impact on populations globally. We learned
about the response that will be needed as well as the
importance of gathering facts and information to begin
a plan for activism. I would definitely do this GLP
again but will change how and where I advertise as a
result of my new school site and content matter. With
this experience I will now be able to provide better
guidance and more resources for participating
classrooms and teachers.
○ Included here are samples of the responses given in
the “Nearpod - Sustainable Communities” interactive
response boards, along with projects and activities of
anticipatory sets. Students were not able to participate
in global collaborations as originally planned so no
student work or comments were posted on the GLP
website.