全球化的现实给教育系统带来了压力，以适应日益复杂和相互依存的世界的需要。为了促进国家的发展，培养富有责任感和富有成效的公民的教育目标已经被取代，因为越来越多的竞争和相互依存的全球化世界要求学生接受教育，以便成为更有生产力的国际公民。据schukar（1993），“在这个国家，孩子们必须提供教育，更充分的准备他们的公民在社会和世界很快就会继承“全球化时代的到来使得大规模的教育改革。Thomas Friedman（2005）在他的书中写道，“世界是平的：一个简短的历史的二十世纪”，古代的学习和教学的方法没有地方在“平坦”和“连接”世界。因此，数字技术，他归因于世界的“扁平化”，必须利用打破时间和地理障碍的教育。通过它，教育作为一个伟大的均衡器的归因作用，可以达到更大程度上比传统的教育方法。
美国内华达论文代写:全球化教育
The reality of globalization has put pressure on education systems to adjust to the increasing complexities and needs of an interdependent world. Education's purpose in developing responsible and productive citizens to fuel national growth has been supplanted as increasing competition and interdependence of a globalized world require students to be educated in order to become more productive international citizens. According to Schukar (1993), "Children in this country must be provided an education that more than adequately prepares them for citizenship in the society and world they will soon inherit" The advent of globalization has necessitated massive reforms in education. Thomas Friedman (2005) contends in his book, "The World is Flat: A Brief History of the Twenty-First Century" that antiquity in the methods of learning and teaching have no place in the "flat" and "connected" world. Hence, digital technology, which he attributes to the world's "flattening", must be utilized to break down time and geographical barriers in education. Through it, the ascribed role to education as the great equalizer can fulfilled to a greater extent than the traditional educational methods.
