Videoconferencing for Global Citizenship Education: Wise Practices for Social Studies Educators (original) (raw)
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Web 2.0 technologies provide students in today's classrooms with unprecedented opportunities to develop 21 st century skills in a global society. Videoconferencing in the social studies classroom offers a tool for students to connect to course content on a deeper level. Various forms of videoconferencing are available to teachers to achieve their class objectives and develop engaged global citizens. This article discusses The Pillars of Islam, a virtual exchange facilitated by the Global Nomads Group which serves as an exemplar of videoconferencing integration in secondary classes.
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Preparing students for participation in an increasingly globalized world is important on campuses across geographic and cultural borders. Administrators, professors, and particularly those involved in teacher education, tend to emphasize a global-based approach to curriculum by encouraging students to study abroad or by developing courses designed to increase cultural awareness. However, practitioners face numerous challenges when attempting to internationalize learners. This paper describes a relatively easy "first step" toward globalizing a curriculum, one that involves online partnering. In doing so, this paper suggests that allowing students to engage in casual conversation with their contemporaries overseas provides opportunities for populations to collide, collaborate, converse, and create community. The major challenges faced as well as the primary lessons learned when providing opportunities for crosscultural classroom conversation are discussed.
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The development of the capabilities necessary to foster global citizenship in undergraduate university students is an important goal of many higher education institutions. We assess the impact of intercultural virtual collaboration (IVC) courses on the three key competencies of students—collaborative skills, ethical and social responsibility, and intercultural proficiency—that underpin global citizenship (GC). We analyse pre- and post-course test data related to the learning goals of three IVCs between the universities in the Netherlands and Japan, Spain, and the USA, respec tively. Using one-tailed paired sample t-tests, we find statistically significant improve ments in each of these competencies and conclude that IVC supports the development of GC in university students, even if they have prior international experience.
Using Technology to Prepare Students for the Challenges of Global Citizenship
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In the modern world, everyone must recognize that i t is nearly impossible to separate many domestic and international problems and managing international challenges will take the efforts of all nations. A s a result, each and every person must think like a global citi zen and practice mindfulness in daily life. Using the compl ex interdependence model as a basis for examining citi zen diplomacy, this paper suggests ways that new media can be used to introduce students to a global perspecti ve on the world. Further, it provides faculty members wi th a set of guidelines for structuring projects that tas k students with the challenge of taking positive action to eff ect political and societal change.
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This article evaluates ways in which students on an online Master's programme are learning about citizenship and developing intercultural awareness in spite of the lack of face-to-face interaction. There is still debate about the effectiveness of online courses and whether they provide an adequate substitute for, or even an improvement on, classroom-based learning. We employ qualitative research methods and deploy instruments for analysing constructivist learning to evaluate the extent to which students are constructing knowledge through online discussions as well as learning from research-led teaching materials. We also analyse online discussions for evidence of social presence, including the interventions of the course tutor. We conclude that students do feel themselves to be members of an international learning community and that their interactions can promote higher-order learning. We draw attention to some advantages of online courses such as the possibility of crafting a contribution and the availability of discussions as a resource.
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This paper presents a personal account of setting up a videoconference project to allow students who are unable to travel abroad the opportunity to " meet " face-to-face with their peers anywhere in the world. Various kinds of videoconferencing hardware and software available are introduced and suggestions for and pitfalls to a successful virtual intercultural interaction are delineated. Collaborative activities conducted through e-mail prior to the videoconference provide students at both institutions the opportunity for intercultural learning while simultaneously helping to foster relationship building. While a virtual international experience is not as rewarding as the experience of actually going abroad, with careful planning and extra effort, it can be a very exciting way to give students an intercultural perspective.
Foreign Language Annals, 2021
In the context of learning a second language, the passing on of cultural information as a means to further the development of intercultural competences is primarily viewed as being unidirectional—the “native-speaking culture” passing on information to the language learning student. However, in EFL (English as a foreign language) environments, the most relatable cultural norms available to the learners tend to be those associated with their homeland—the place they presently reside. As such, teaching language learning students using a unidirectional cultural frame ignores the wealth of cultural knowledge that such language learners possess. Offering cultural exchanges between groups of different language learners is one way to facilitate cultural learning in a bidirectional manner. In this study, 11 university students, six Japanese and five Taiwanese, took part in a cultural exchange project using the videoconferencing application Zoom. Findings from the data suggest that such telecollaborative video activities are mutually beneficial for exchanging local cultural information. We conclude that such exchanges develop intercultural competences via increased verbosity, the application of polite language, and of the utmost importance, by building interpersonal relationships. For language teachers who ascribe to a belief in the value of intercultural exchanges, applications like Zoom open up avenues for student interactions that are real, meaningful, and culturally rich.