Using ICT to Establish and Facilitate Global Connections in K-12 Education

Global Connections ◽

K 12

This chapter was written to highlight the value for cross-cultural communication practices in schools with the support of innovative information and communication technology (ICT). A detailed theoretical foundation was provided to justify the inclusion of global perspectives in the classroom through cross-cultural communication, which is made possible with ICT. This chapter details the perceptions of 139 educators via a survey study, which shaped the author's suggestions for practical ICT cross-cultural communication opportunities in the classroom. Implementation strategies include classroom-to-classroom and classroom-to-world cross-cultural communication opportunities. This chapter suggests practical solutions supported by solid theoretical justifications for utilizing ICT to facilitate cross-cultural communication and improving student global awareness.

Effects of Information Capitalism and Globalization on Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

The Global School in the Local Classroom

10.4018/978-1-4666-6162-2.ch018 ◽

2014 ◽

pp. 217-228

Author(s):

Jenna Copper

Keyword(s):

Implementation Strategies ◽

Cross Cultural ◽

Survey Study ◽

Cultural Communication ◽

Global Awareness ◽

Classroom Implementation ◽

Global Perspectives ◽

Communication Practices

This chapter was written to highlight the value for cross-cultural communication practices in schools with the support of innovative Information and Communication Technology (ICT). A detailed theoretical foundation was provided to justify the inclusion of global perspectives in the classroom through cross-cultural communication, which is made possible with ICT. This chapter details the perceptions of 80 pre-K to 12 teachers via a survey study, which shaped the author's suggestions for practical ICT cross-cultural communication opportunities in the classroom. Implementation strategies include classroom-to-classroom and classroom-to-world cross-cultural communication opportunities. This chapter suggests practical solutions supported by solid theoretical justifications for utilizing ICT to facilitate cross-cultural communication and improving student global awareness.

THE MODEL OF FORMATION OF FUTURE NAVIGATORS’ PREPAREDNESS TO CROSS-CULTURAL COMMUNICATION BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work» ◽

10.24144/2524-0609.2019.45.15-19 ◽

2019 ◽

Vol 0 (2(45)) ◽

pp. 15-19

Author(s):

Yuliia Buzovska

Keyword(s):

Communication Technologies ◽

Cross Cultural ◽

Cultural Communication ◽

Information And Communication

Peculiarities of information and communication technologies application in future navigators’ training to cross-cultural communication

Pedagogical sciences: reality and perspectives ◽

10.31392/npu-nc.series5.2020.73-1.07 ◽

2020 ◽

Vol 1 (73) ◽

pp. 33-38

Author(s):

Yu. F. Buzovska

Keyword(s):

Communication Technologies ◽

Cross Cultural ◽

Cultural Communication ◽

Information And Communication

Instructional Design for the Information and Communication Technology (ICT)-Assisted Intercultural Communication Course

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i06.7083 ◽

2017 ◽

Vol 12 (06) ◽

pp. 132 ◽

Cited By ~ 1

Author(s):

Yu-Chih Doris Shih

Keyword(s):

Instructional Design ◽

Learning Styles ◽

Intercultural Communication ◽

Cross Cultural ◽

Cultural Communication ◽

Communication Course ◽

Global Understanding

Today’s era of societies comprise of one coherent global village, in which learning about and understanding other cultures is crucial. Fu-Jen Catholic University (FJCU), a private university in northern Taiwan, has joined the “Global Academic Initiatives” (GAI) coordinated by East Carolina University (ECU) in USA since 2007. A course entitled Cross-Cultural Communication: Global Understanding is offered in FJCU to allow students in the English department to discuss cultural topics with students from two other countries via Information and Communication Technologies (ICTs) for authentic contacts. The ICT tools support both the synchronous and asynchronous mode of communication. This paper describes the instructional design of the Cross-Cultural Communication: Global Understanding course including the pre-connection trainings and the connection discussions. For the post-connection part, students’ learning and reflections will be discussed along with their e-learning styles. This example could offer other educators who are interested in designing similar intercultural communication courses.

Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects

Global Research in Higher Education ◽

10.22158/grhe.v4n4p73 ◽

2021 ◽

Vol 4 (4) ◽

pp. p73

Author(s):

Kate J. M. Sato ◽

Birte W. Horn

Keyword(s):

English Language ◽

Cross Cultural ◽

Student Experiences ◽

Successful Outcome ◽

Cultural Communication ◽

Teachers And Students ◽

World English

Teachers are expected to prepare their students for life in a world that changes daily, fueled by technological progress and globalisation (Howells, 2018). In this internationalized world, English has become the lingua franca for business, science and education (Tatsioka et al., 2018). Young professionals are expected to be proficient in English and able to easily communicate with colleagues from other countries. Achieving these objectives presents challenges for teachers and students. Practical approaches to incorporating authentic communication across cultures in the English language classroom are discussed in this paper. Over three years we authors implemented several projects using different didactic methods to bring students from Japan and Germany together to improve their proficiency in language as well as their cross-cultural communication skills. Students worked in small teams on joint tasks, in which the use of ICT (information and communication technologies) was crucial to successful outcome. Naturally, any careful advance planning was quickly met by the emergence of unforeseen problems that needed immediate attention from teachers and students. In this paper, we focus on challenges teachers and students may encounter when developing new strategies to include meaningful cross-cultural and intercultural exchanges in the tertiary ELF classroom, based on teacher and student experiences.