"Technology offers the teacher the opportunity to create a learning environment where communication is authentic, relevant and meaningful”. -Moeller
Global Collaboration with Sweden
Rationale
In working with my students, I noticed that many of them lacked a sense of global awareness and seemed unaware of cultures other than their own. I saw this as a concern because I have a strong desire to help my students become 21st century learners, so that they can compete in a global society. Part of helping my students become 21st century learners involves teaching them to recognize and appreciate the differences between the many cultures found throughout the world. I decided to conduct an action research project within my classroom in order to determine how partnering and communicating with a global community will increase students' motivation to learn while also increasing their knowledge of another culture. I also wanted to examine how utilizing tools in a collaborative manner will increase student motivation, engagement and participation.
Project
During this collaboration, our class partnered with a class in Sweden. I coordinated with the teacher of a fourth grade class using the website Epals. We used the digital tool Lino, an online corkboard application, that allows students to post and share statements, questions, pictures and video clips with another group of students. I began the global collaboration with a mystery aspect, in which my students conducted research on the United States in order to provide clues to the class in the other country (Sweden) about our home. The students also had to conduct research on the country where the clues were coming from, in order to try and figure out where the partner country was located.
The students were extremely excited and motivated to walk into school each day so that they could check Lino, and find the clues that had been left. The kids were additionally excited to add clues about our location as well. Once the students determined the location of one another, the project continued with having the students converse back and forth about one another's school experiences, holidays celebrated, famous landforms and landmarks found in one another's countries, as well as favorite books, school subjects, foods and types of music. This project allowed my students to learn about life in Sweden and allowed them the opportunity to teach our Swedish friends about life in America.
Outcome
At the end of this project I surveyed my students to ascertain their thoughts and feelings about the unit. I was overwhelmed with the positive response. My entire class enjoyed the unit and felt like they learned a great deal about a culture different than their own. They enjoyed using Lino to converse back and forth and were very much interested in working with another global community in the future.
In working with my students, I noticed that many of them lacked a sense of global awareness and seemed unaware of cultures other than their own. I saw this as a concern because I have a strong desire to help my students become 21st century learners, so that they can compete in a global society. Part of helping my students become 21st century learners involves teaching them to recognize and appreciate the differences between the many cultures found throughout the world. I decided to conduct an action research project within my classroom in order to determine how partnering and communicating with a global community will increase students' motivation to learn while also increasing their knowledge of another culture. I also wanted to examine how utilizing tools in a collaborative manner will increase student motivation, engagement and participation.
Project
During this collaboration, our class partnered with a class in Sweden. I coordinated with the teacher of a fourth grade class using the website Epals. We used the digital tool Lino, an online corkboard application, that allows students to post and share statements, questions, pictures and video clips with another group of students. I began the global collaboration with a mystery aspect, in which my students conducted research on the United States in order to provide clues to the class in the other country (Sweden) about our home. The students also had to conduct research on the country where the clues were coming from, in order to try and figure out where the partner country was located.
The students were extremely excited and motivated to walk into school each day so that they could check Lino, and find the clues that had been left. The kids were additionally excited to add clues about our location as well. Once the students determined the location of one another, the project continued with having the students converse back and forth about one another's school experiences, holidays celebrated, famous landforms and landmarks found in one another's countries, as well as favorite books, school subjects, foods and types of music. This project allowed my students to learn about life in Sweden and allowed them the opportunity to teach our Swedish friends about life in America.
Outcome
At the end of this project I surveyed my students to ascertain their thoughts and feelings about the unit. I was overwhelmed with the positive response. My entire class enjoyed the unit and felt like they learned a great deal about a culture different than their own. They enjoyed using Lino to converse back and forth and were very much interested in working with another global community in the future.
Standards Addressed:
3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional communities.
3.G.1.2 Compare the human and physical characteristics of places.
3.G.1.6 Compare various regions according to their characteristics.
3.RP.1.1 Implement a research process by collaborating effectively with other students.
3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional communities.
3.G.1.2 Compare the human and physical characteristics of places.
3.G.1.6 Compare various regions according to their characteristics.
3.RP.1.1 Implement a research process by collaborating effectively with other students.
3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
Moeller, A. J., & Van Alstine, M. (2011). Converging Technology, Pedagogy, and Critical Thinking. Learning Languages, 17(1), 8-14. http://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com.prox.lib.ncsu.edu/login.aspx?direct=true&db=eric&AN=EJ995579&site=ehost-live&scope=site