ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum
Languages of publication
A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.
- Åhlberg, M. (2004). Concept mapping for sustainable development. In A. J. Canas, J. D. Novak & F. M. Gonzalez (Eds.), Concept maps: Theory, methodology, technology. Proceedings ofthe First International Conference on Concept Mapping. Retrieved August 19, 2012, from http://cmc.ihmc.us/papers/cmc2004-233.pdf
- Agostino, A. (2010). Gender equality, climate change and education for sustainability. Newsletterfor beyond access: Gender, education and development, 24. Retrieved August 12, 2012, from http://www.e4conference.org/wp-content/uploads/2010/02/Equals24.pdf
- Boettcher, J. (2007). Ten core principles for designing effective learning environments: Insights from brain research and pedagogical theory. Innovate, 3(3). Retrieved August 16, 2012, from http://www.innovateonline.info/index.php?view=article&id=54
- Cunningham, C., & Billingsley, M. (2003). Curriculum webs: A practical guide to weaving theweb into teaching and learning. Boston: Allyn & Bacon.
- Dupigny-Giroux, L. A. (2010). Exploring the challenges of climate science literacy: Lessons from students, teachers and lifelong learners. Geography Compass, 4(9), 1203-1217.
- Henderson, S., Steven R., & Holman, S. (1993). Global climate change education: Technology transfer to schools. Climate Research, 3, 137-140.
- Houghton, J. T., Meira Filho, L. G., Callander, B. A., Harris, N., Kattenberg, A., & Maskel, K. (1996). Climate change 1995: The science of climate change. Cambridge: Cambridge University Press.
- IALEI (International Alliance of Leading Education Institutes). (2009). Climate change andsustainable development: The response from education. Retrieved September 10, 2012, from http://www.intlalliance.org/fileadmin/user_upload/documents/DPU_recommendations.pdf Johnson, R. M., Henderson, S., Gardiner, L., Russell, R., Ward, D., Foster, S., Meymaris, K., Hatheway, B., Carbone, L., & Eastburn, T. (2008). Lessons learned through our climate change professional development program for middle and high school teachers. PhysicalGeography, 29, 500-511.
- Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology: Research and Development,
- Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications andtechnology (pp. 693-719). New York: Macmillan.
- Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1998). Learning with technology: A constructivistperspective. Columbus, OH: Prentice-Hall.
- Liang, X., & Kim, C. (2004). Classroom assessment in web-based institutional environment: instructors’ experiences. Practical Assessment, Research & Evaluation, 9(7). Retrieved August 12, 2012, from http://PAREonline.net/getvn.asp?v=9&n=7
- Liu, M. C., & Wang, J. Y. (2010). Investigating knowledge integration in web-based thematic learning using concept mapping assessment. Educational Technology & Society, 13(2), 25-39.
- Lyth, A., Nichols, S., & Tilbury, D. (2007). Shifting towards sustainability: Education for climatechange adaptation in the built environment sector. A report prepared by the AustralianResearch Institute in Education for Sustainability. Retrieved September 15, 2012, from http://aries.mq.edu.au/projects/ClimateChange/files/climateChange.pdf Makrakis, V. (2006). Preparing United Arab Emirates teachers for building a sustainable society. University of Crete: E-Media publications.
- Makrakis, V. (2010a). ICT-enabled reorienting teacher education to address sustainable development: A case study. In T. Jimogiannis (Ed.), Proceedings of the 7th PanhellenicConference ICT in Edication (pp. 1-8). Korinthos: University of Peloponnese.
- Makrakis, V. (2010b). Strategies to reinforce the role of ICT in teaching and learning for sustainability. In M. Witthaus, K. Candless & R. Lambert (Ed.), Tomorrow today (pp. 169-171). Leicester: Tudor Rose & UNESCO.
- Makrakis, V. (2010c). The challenge of WikiQuESD as an environment for constructing knowledge in teaching and learning for sustainable development. Discourse andCommunication for Sustainable Education, 1(1), 50-57.
- Makrakis, V. (2011). ICT-enabled education for sustainable development: Merging theory with praxis. In M. Youseef & S. A. Anwar (Eds.), Proceedings of the 4th Annual Conferenceon e-Learning Excellence in the Middle East - in Search of New Paradigms for Re-engineeringEducation (pp. 223-232). Dubai: Hamdan Bin Mohammed e-University.
- Makrakis, V. (2012). Critical issues for the course curricular design and development of post-graduate programmes. Proceedings of the International Forum “Modern InformationSociety Formation - Problems, Perspectives, Innovation Approaches” (pp. 85-107). Saint Petersburg: State University of Aerospace Instrumentation.
- Makrakis, V., & Kostoulas-Makrakis, N. (2012). The challenges of ICTs to online climate change education for sustainable development: The ExConTra learning paradigm. In S. A. Anwar (Ed.), Proceedings of the 5th Conference on eLearning Excellence in the Middle East - Sustainable Innovation in Education (pp. 594-605). Dubai: Hamdan Bin Mohammed e-University.
- NOAA (National Oceanic and Atmospheric Administration). (2011). Increasing publicdemand for NOAA’S climate-related data and services. United States Department ofcommerse: NOAA. Retrieved October 28, 2012, from http://www.noaa.gov/climate.html.
- Patterson, C. H. (1996). Multicultural counseling: From diversity to universality. Journal ofCounseling and Development, 74, 227-231. DOI: 10.1002/j.1556-6676.1996.tb01856.x.[Crossref]
- Singer, F. S., & Seitz, F. (1998). Hot talk, cold science: Global warming’s unfinished debate. Washington DC: The Independent Institute.
- Shafer, M. A. (2008). Climate literacy and a national climate service. Physical Geography, 29, 561-574. DOI: 10.2747/0272-3622.214.171.1241.[Crossref]
- Shepardson, D. P., Choi, S., Niyogi, D., & Charusombat, U. (2009). Seventh grade students’ mental models of the greenhouse effect. Environmental Education Research, 15(5), 549-570. DOI: 10.1080/13504620903564549.[Crossref]
- Schreurs, J., Dalle, R., & Sammour, G. (2009). Authoring systems delivering reusable learning objects. International Journal of Emerging Technologies in Learning, 4(2), 37-42. DOI: 10.3991/ijet.v4s2.812.[Crossref]
- Stephens, J. C., & Graham, A. C. (2008). Climate science to citizen action: Energizing nonformal climate science education. EOS, Transactions American Geophysical Union, 89(22), 204-205. DOI: 10.1029/2008EO220010.[Crossref]
- Trumpowe, D., & Shahzad Sarwar, G. (2010). Concept maps: Making learning meaningful. In A. J. Sanchez, A. J. Canas & J. D. Novak (Eds.), Formative structural assessment: Using concept maps as assessment for learning. Proceedings of the 4th International Conferenceon Concept Mapping (pp. 132-136). Chile: Lom Ediciones S.A. Publisher.
- UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2002). Unescouniversal declaration on cultural diversity. Paris: UNESCO.
- UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2008). Cultureand sustainable development: Executive summary. Netherlands: National Commission for UNESCO.
- UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2010). The UNESCO climate change initiative: Climate change education for sustainabledevelopment. Retrieved September 14, 2012, from http://unesdoc.unesco.org/images/0019/001901/190101e.pdf Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects (pp. 1-35). Bloomington: Association for Instructional Technology and Association for Educational Communications and Technology.
- Wiley, D. A. (2011). Learning objects, content management, and e-learning. In N. F. Ferrer & J. M. Alonso (Eds.), Content management for e-learning (Part I, pp. 43-54). New York: Springer.
- YOUNGO (Youth Non-Governmental Organisation). (2011). Enhanced youth participationand education. In climate change: The Article 6 implementation toolkit. A collaborativedocument created by international youth. Retrieved September 14, 2012, from the YOUNGO Article 6 Working Group http://unfccc.int/cc_inet/files/cc_inet/information_pool/application/pdf/enhanced_youth_participation.pdf
Publication order reference