My general impression of the use of technology in "globalizing" the curriculum through cross-cultural exchanges is very favorable. I think it gives students more of a real sense of other countries, people and cultures. It means so much more to have personal contact with a person from Japan than merely to read about him and see his picture in a book. It can also lead to an understanding of people different than one’s self. Such understanding could even one day prevent wars. The possibilities are limitless.

Of course, as an administrator, I must also make sure that the correct balance is kept between technology and the basics of the curriculum. Technology is a very powerful tool, but educationally, it must be used as a tool and not an end in itself. As in most things in life, a healthy balance is needed and desired. It is difficult to measure the exact academic impact on students due to technology as far as grade point average or achievement test scores go. But technology can certainly benefit the academics when used properly. Technology almost always generates interest in any subject matter. We have had good success with programs like Accelerated Reader, which is simply a computer test over a library book that is read by students. Of course it is most important that the teacher be motivated and able to motivate the students into using the technology effectively.

South Knox Elementary School Art Teacher, Lynna Woolsey:

Well, when we first made contact, I was expecting a positive response from Mr. Maeda, which is what we got. However, I was pleasantly surprised at the level of engagement the students were able to accomplish with just one computer with Internet access in the school. He and his students exhibited great enthusiasm for the projects that our students were putting together through the pen-pal project. I guess I expected participation, but what we got was the greatest exchange I have ever been a part of. Even my students could not contain themselves each time they received another letter from Japan.

Not only have the students responded extremely positive, but the parents, PTO, principal and the school board have all been very excited about the whole exchange. When we had the first video-conference, many parents and school board members were there. We all realize that technology is the future, and we must move ahead utilizing what ever technology possible to teach our students about tolerance and cultural differences, and many other things.

From my experience, I would say that the first step for teachers interested in this sort of project should be to get support from parents, PTO, principal and school board members. This will help tremendously for funding of equipment. I think it would be nice to explore the use of translation software programs in the future. Commitment and patience are also necessary components. The server went down pretty frequently, but I just waited patiently for another day when I could send the student letters. Having fun is the biggest thing though. Just have a good time learning with the students!

South Knox Elementary School Technology Specialist, Lisa Wilson:

In my opinion, Mr. Maeda has made this exchange project fly! It has gone way beyond my wildest expectations. His daily correspondence with pictures really got our students excited. It was a great way to get the students motivated to learn to use the technology.

One thing I have really noticed, people in our area, students and adults alike, seem to have forgotten that there's a great big world out there. By communicating with Mr. Maeda and his class their eyes have been opened wide. Everyone is becoming aware of other perspectives. At first our students asked all types of questions from what do you eat, what do you wear, to why do you all look alike? The Japanese students asked the same things. Our kids thought it was so funny that they thought we all looked alike too!

We have also incorporated weather conditions and map skills with this. These things have so much more meaning when the students are trying to locate real people.

Besides increased interest in where Tuffy is going next, the main thing I have noticed in the tech area is the renewed interest in Distance Learning. The President of our school board has always been interested in it, mainly for high school, but hasn't had much luck pitching the idea. I think it is kind of funny that the elementary school showed everyone just what could be done with DL!

Reference

McEneaney, J., Kolker, J.& Ustinova, H. (1999). Technology-based global education and its implications for school/university partnerships. Unpublished paper.

Send comments or questions to Melanie Davenport at mdaven@ufl.edu.

* Adapted from "A Japan-America Art Education Curriculum Collaboration" paper presented at NAEA 1999 by Melanie Davenport and Yasuhiro Maeda.

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