Journal 2: "Learning Without Borders"- Learning and Leading with Technology (NETS)

Sue Anderson, S. A. (2012). Learning without borders.Learning and Leading with technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/l-l-december-january-2012-13/feature-learning-without-borders

Summary: Anderson shares the unique experience her high school students had in communicating globally through the Schoolwires Greenleaf program. In an attempt to further technology as an outlet for education, this program matched students from the US with students in China and designed six units around the interaction among these diverse groups of students. Each unit encompassed NETS and aimed to teach the students about appreciating differences among cultures while building global connections through the tools technology offers. The first time through this program, groups of American students were matched with groups of Chinese students, and the second time through students from each country were paired one on one as to create a more personal environment. The Chinese students had been learning English and were able to translate to English, so all communication took place in the language understood by both cultures. Anderson notes that her students were interested in the way these Chinese students had so much in common with themselves and that they embodied the same desires and dreams as the average American student despite stereotypical norms. The experience provided by the Schoolwires Greenleaf program was infused with NETS 1,3,4, and 5 as real world issues were addressed, collaborative efforts were made, online etiquette and responsibility was touched on, global awareness came about, and shared decision making occurred.

Q1: Could a program like the one Schoolwires Greenleaf offers be aimed toward an elementary audience?
A1: Yes, I think a similar experience could be crafted for younger children. If an elementary school class were to carry out this experience, it would probably be less individualized than the high school one. Teachers may need to lead discussions and assignments instead of giving students free range and responsibility to communicate with their global partners. An elementary program might be more reflective of an online pen pal system than a collaborative learning partnership, but creating global ties among children at a younger age could be very beneficial.

Q2: How would you you alter/ add to the program?
A2: In addition to the requirements and assignments this program entails, I might have students reach out to their own communities more. Maybe as students journey through the program, they could produce their own newsletter or blog that informs about their progress and simultaneously teaches a general audience interesting findings they have come across.