Meridian Middle School Computer Technologies Journal

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Making Long Distance Relationships Work
Amy J. Good, Katherine A. O'Connor, and Eric F. Luce

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http://www.ncsu.edu/meridian/sum2004/relationships/

Abstract

Many barriers can make it difficult for middle school teachers to collaborate about curriculum and instruction. The authors offer an approach for teaching the social studies through telecollaboration that mitigates some of these obstacles. This paper includes facets of telecollaboration, a rationale, a program design, and advice for middle school teachers wanting to develop telecollaborative partnerships. The authors also provide examples of electronic-pal protocols, telecollaborative hook-up topics, and sample reflection questions for teachers and students.

Introduction

Harris (1999) has identified when curriculum-based telecollaboration is most appropriate. It is best when students have opportunities to compare, contrast, and combine similar information collected from various locations. Telecollaboration is also best when students are expanding their global awareness. In what better place could this occur than in a middle school social studies classroom? Imagine for a moment an integrated unit on the Revolutionary War. A teacher might plan to share primary documents, to reenact battles and maybe even have a debate or discussion with another class down the hall. Imagine extending your classroom to a middle school classroom in England studying the Revolutionary War. Will this change the students’ learning experience? Will they have access to different perspectives? Will they gain knowledge, new learning strategies, and empathy? And will they be able to make this new long distance relationship work?

Preparing future teachers to work with adolescents includes modeling the skills of technology integration. By involving preservice teachers in e-paling and telecollaborative activities including student-led presentations, artifact sharing, and local guest panels, preservice teachers are able to experience, first hand, appropriate uses of social studies and technology integration that they might employ with children and adolescents. For teacher educators who share common interests in the social studies, new communication technologies provide tools to model substantive collaboration with colleagues outside of their community. Additionally, it is essential for preservice teachers to collaborate and to stay current with technology innovations for use in their future middle school classrooms.

Ideally, adolescents are expected to practice inquiry, to question, to reflect, and to transform information in all content areas. Middle school social studies teaching and learning experiences can also provide adolescents with opportunities to think like historians- to summarize, to contextualize, to infer, and to monitor. For more information and resources about thinking like a historian, visit the Digital History Inquiry Project site at http://dhip.org/about.shtml.

Adolescents have a natural curiosity about the world around them and technological savvy that may be more sophisticated than that possessed by their teachers, which could make middle-level students ideal participants in new types of teaching and learning arrangements, including telecollaborative experiences. The authors define telecollaboration as an experience that allows a joint teaching effort to occur without geographic limitations through the use of videoconference equipment. Social studies in the middle school can be expanded beyond the walls of traditional classrooms by using new technology tools to make authentic curriculum connections come alive. This model of instruction uses telecommunication tools to create new communities of learners for accomplishing shared intellectual endeavors (NCRTEC, 2000). Judi Harris (1999) identifies five interpersonal exchanges or ways to telecollaborate. They include keypals, global classrooms, electronic appearances, electronic mentoring, and question/answer services.

The Facets of Telecollaboration

A foundation for healthy social studies telecollaborative partnerships, at any level, can be built upon three major facets: the integration of social studies, the infusion of technology to support student learning, and the commitment to the importance of collaboration as a value, as well as a practice, in social studies. The authors realize that a telecollaborative experience can occur with only one facet, yet a stronger foundation is present if a combination of the three facets transpires simultaneously.

The first facet relates to seamlessly integrating technology through powerful teaching methods across content areas. The National Council of the Social Studies (NCSS) defines powerful teaching as teaching that is integrative, challenging, active, value-based, and meaningful to the students (NCSS, 2004).

The ultimate goal of a telecollaborative experience is for students to interact without noticing the “equipment,” while standards and curricular goals are being met. True seamless integration of technology occurs when students at both locations work collaboratively on shared projects and perceive each other as classmates.

The second facet of telecollaboration is the proper infusion of technology into the classroom. The guiding questions for this experience can be based on the Five Principles for proper infusion of technology into a social studies curriculum (Mason et al., 2000):

1. In what way does the effort extend learning beyond what would normally be accomplished?
2. In what way is technology introduced in context?
3. In what ways are integrative opportunities included and demonstrated?
4. In what ways is citizenship fostered and developed?
5. In what ways does this experience contribute to future research?

Constant reflection on these questions allows for teachers to make certain that telecollaboration corresponds with their teaching philosophy and classroom culture.

The third facet relates to collaboration. The authors define collaboration as effective communication, shared decision-making, and dialogue among all participants, teachers and students alike. Working together in cooperative learning partnerships can offer social and academic advantages. At the beginning of each school year, many teachers set up their own classrooms as collaborative communities involving students in establishing classroom rules, deadlines, and procedures. The telecollaborative activities prepared, tried, and outlined in this paper may suggest ways to promote and extend current collaborative teaching theories and practices beyond existing instruction. Communication and dialogue are the foundation for this type of telecollaborative instruction. Creating global classroom opportunities for students can lead to more interactive and collaborative learning experiences.

Rationale

Telecollaboration provides opportunities for students and teachers to exchange social studies ideas, to have access to other middle school classrooms, to learn from multiple perspectives, and to utilize technology to create relationships. It is through dialogue and interaction without worrying about geographic barriers that curriculum standards and objectives can be activated. Our telecollaborative experience reflects the “Teaching, Learning, and Curriculum” strand of The National Educational Technology Standards for Teachers (NETS), which includes the following:

1. Teachers must facilitate technology-enhanced experiences that address content standards and student technology standards.
2. Teachers must use technology to support learner-centered strategies that address the diverse needs of students.
3. Teachers must apply technology to develop students' higher order skills and creativity.
4. Teachers must manage student learning activities in a technology-enhanced environment.

The NETS for teachers can be found at: http://cnets.iste.org/teachers/t_stands.html.

Our telecollaborative experience also reflects the content standards of the National Council for the Social Studies (NCSS). The study of people, places, and their environment, the third of the NCSS curriculum strands, encourages students to create personal, spatial, and geographic connections beyond their own classroom. The NCSS standards in their entirety can be found at the following address: http://www.ncss.org.

Design of the Program

Collaborating with colleagues in middle school can be difficult due to the scheduling and isolation by content area. Therefore, we recommend an alternative where teaching and collaborating can occur simultaneously during the regular school day. Team teaching through video-conferencing and electronic mail do not require complex technology skills. However, a willingness to try is helpful.
The following approach can help open your classroom door to the world beyond the schoolhouse walls. This program consists of four parts: finding a partner, developing an electronic-pal protocol, deciding on telecommunication hook-up dates and content, and reflecting on these processes and activities.

The first step is to find a partner. Table 1.1, Sample Middle School Letter for Telecollaboration Partner Search, offers a sample middle school letter for your telecollaboration partner search. The following are areas for consideration during the telecollaborative partner search: finding a partner, verifying philosophies, scheduling teleconferences, and checking video conferencing equipment.

Finding a partner

1. Post a letter on a professional organization website or an appropriate listserv such as the classified section of E-pal.com http://www.epals.com/tools/forum/forum.e?bo=67&at=db.
2. Think about asking a friend or colleague who teaches middle school social studies in another state.
3. Consider utilizing an upcoming state or national conference to locate a telecollaborative partner.

Verifying philosophies

1. Corroborate team teaching philosophies.
2. Confirm social studies philosophies.
3. Discuss viewpoints about technology integration.

Scheduling teleconferences

1. Check for time zone differences.
2. Take into consideration class sizes.
3. Limit teleconferences to one hour or one class period.

Checking video conferencing equipment

1. Test equipment compatibility.
2. Confirm Internet Protocol (IP) addresses the day before each telecollaboration.
3. Ten to 15 minutes prior to the telecollaboration hook-up, connect with the partner class to check the sound.

Table 1.1
Sample Middle School Letter for Telecollaboration Partner Search

Upon finding a partner, the second and third steps involve creating an electronic pal protocol and a schedule of hook-up dates and content. After obtaining parent or guardian permission to participate in e-paling and telecollaboration, begin by pairing one student from each class. Students may be required to write to their e-pal at least once a month prior to each telecollaborative meeting. Keep in mind, it is one thing to assign students to e-pal with other students and to set times for teleconferences to support distance learning, but it is another thing to get students to work together to pursue common ends. To be successful requires planning interesting and engaging learning assignments and also active, on-going decision-making to structure group activities and to motivate students to act together as teams (Luce, McKendry, Dool, Selim, Smith and Wolpert, 1992). Table 1.2, Sample Monthly Middle School E-Pal and Hook-up topics, offers monthly e-pal and telecollaboration topic suggestions.

Table 1.2
Sample Monthly Middle School E-pal and Hook-up Topics

Following each telecollaborative class, it is important to receive feedback. Reflect with the partner teacher and with the students. The results of the reflective questions serve as a guide for improvement and serve as one of the tools to analyze critically the benefits and/or pitfalls of telecollaboration in student progress and professional development. Table 1.3 , Teacher and Student Reflection Questions, contains some examples of questions from higher education classes that would be appropriate for a middle school teacher and students as well.

Table 1.3
Teacher and Student Telecollaborative Reflection Questions

*Teacher Reflection Questions derived from NCSS definition of powerful teaching.

Tele-advice

We advise you to start slowly. We suggest that you do not schedule weekly telecollaborative meetings, but rather monthly meetings. Before you set up your first conference, contact your technical support team for assistance in room set-up and scheduling. In addition, the technology support teams from each school should communicate with each other prior to every hook-up to verify the Internet protocol connection. Table 1.4 , Tele-Advice Columns, expands on telecollaborative terms, safety measures, and equipment needed.

Table 1.4
Tele-Advice Columns

 

Polycom Camera (photo submitted by author)

Polycom Camera/Television (photo submitted by author)

Final Checklist

The following telecollaboration recipe is a final checklist to reference as you begin this new adventure in teaching. The recipe includes necessary tools for program success.

Conclusion

Implementing telecollaborative strategies is a challenge for even the best of teachers. It is natural to be both excited and anxious when trying something new. Knowledge, technical support, and experience can alleviate feelings of anxiety and fear. By following the plan provided, a middle school teacher should feel equipped with the tools necessary to begin a successful telecollaborative partnership. In the quest of middle school students to make sense of their world, it is important to realize that these telecollaborative activities can add relevance and meaning to learning. Implementing this curriculum innovation has the potential to enhance the traditional middle school classroom.

If you find yourself involved in a telecollaborative experience, we would love to hear your story. Please contact us at gooda@mail.euc.edu, oconnork@mail.ecu.edu, and/or eric.luce@usm.edu.

About the Authors

Amy J. Good is an Assistant Professor at East Carolina University in the Department of Curriculum and Instruction. Amy has taught grades 4-7 in Ohio, and VA. She has ten years of teaching experience. She is currently teaching social studies methods and classroom management at East Carolina University. Amy has achieved National Board Certification. Her research interests include social studies, technology, National Board Certification, and telecollaboration.

Katherine A. O’Connor is an Assistant Professor at East Carolina University in the Department of Curriculum and Instruction. Katie has taught in the North Carolina public schools for 9 years. She is certified in K-12 Reading, K-12 Academically Gifted, and has obtained National Board Certification. Katie is currently teacher curriculum and action research classes. Her research interests include teacher working conditions, National Board Certification, social studies and telecollaboration.

Eric F. Luce is an Associate Professor at the University of Southern Mississippi in the Department of Curriculum, Instruction and Special Education. Eric has taught grades 9-12 in eastern Pennsylvania and is certified K-12 as a Supervisor of Social Studies. He currently teaches Secondary Education Methods, Social Studies Methods and Curriculum Foundations. His research interests include Educational Technology Integration, Social Studies Education, Secondary Education, Public Attitudes Toward Public Schooling and Charter School Initiatives. Eric was the Co-PI for the PT3 (Preparing Tomorrow's Teachers to Teach with Technology Initiative at Southern Miss and remains active and interested in building that "network."

Author Contact Information:

Amy J. Good, PhD
Assistant Professor
National Board Certified Teacher
East Carolina University
Department of Curriculum and Instruction
College of Education
309 Speight Building
Greenville, NC 27858-4353
252-328-5317 (office/voice)
gooda@mail.ecu.edu

Katherine A. O'Connor, EdD
Assistant Professor
Elementary Education, Curriculum and Instruction
College of Education
East Carolina University
210 Speight Building
Greenville, NC 27858-4353
Office 252.328.5323
Fax 252.328.2585
oconnork@mail.ecu.edu

Eric F. Luce, PhD
Associate Professor of Curriculum and Instruction
The University of Southern Mississippi
730 East Beach Boulevard
Long Beach, MS 39560
Phone: 228.865.4554
Fax: 228.867.2656
Eric.Luce@usm.edu

References

Harris, J. (1999). First steps in telecollaboration. Learning and Leading with Technology, 27(3), 54-57.

Luce, E., McKendry, W., Dool, D., Selim, P., Smith, M., & Wolpert, M. (1992). Theory into practice: A cooperative learning success story in middle level classrooms. In Robert J. Stahl & Ronald L. Vansickle (Eds.), Cooperative learning in the social studies classroom: An introduction to social study (pp. 32-37, Bulletin No. 87). Washington, DC: The National Council for Social Studies.

Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 1(1). Retreived October 2003 from http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm

National Council for the Social Studies. (2004). Retreived March 2004 from http://www.ncss.org

NCRTEC (2000). North Central Regional Technology in Education Consortium and TIE, Technology and Innovations in Education Office. Retrieved October 2000 from http://discoversd.tie.net/credit.html *

Parker, W. C. (2001). Social studies in elementary education (11th ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

* Editors' Note: This URL is no longer active. However, if you visit http://www.archive.org (The WayBack Machine) and enter the URL in the text field, you can view an archived version of the page.