This study used qualitative methodology to document what happened when two groups of children - a second grade class in Columbia, South Carolina, U.S.A. and a third grade class in Amman, Jordan - collaborated on a technology enhanced cultural exchange. Key aspects of this project included dialogic collaboration based upon Short’s (2003) model of cultural self-reflection and cross-cultural exchange. In addition, literature and language arts engagements were used as tools for sparking interest and sharing. Findings suggest that such collaborations not only increase student skills in content areas such as reading, writing, social studies, and technology but also help to foster children’s understandings of the their own cultures and spark interests in other cultures.
|Advisor:||Swick, Kevin, Powers-Costello, Beth|
|Commitee:||Long, Susi, Wissick, Cheryl|
|School:||University of South Carolina|
|Department:||Early Childhood Education|
|School Location:||United States -- South Carolina|
|Source:||DAI-A 72/03, Dissertation Abstracts International|
|Subjects:||Multicultural Education, Early childhood education, Educational technology|
|Keywords:||Cross-cultural, Global collaboration, Intercultural citizenship, Technology, Technology-enhanced collaboration|
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