sponsored by Polycom. This celebration uses standards-based videoconferencing, and almost 2000 classes participate every year. Usually about 200 of them are from Canada, the UK, Australia, Guatemala, and Costa Rica. Classes celebrate reading by sharing skits, raps, original writing, songs, book talks, book game shows, and more. K-12 classes participate in English, Spanish, French, English as a Second Language, or as a Special Education class. Read more at www.twice.cc/read/.


In the Berrien RESA service area, another videoconference project our classes participate in is EcoConversations. In this project, middle school science classes research an environmental issue such as water bottles, carbon emissions, invasive species, or water quality. Classes are paired up during their class period with students in the United Kingdom for morning classes, and in Canada for the later morning and afternoon times. Students gain a broader understanding of the environmental issue by hearing different global perspectives and solutions to the problems. Read more at http:// ecoconversations.wikispaces.com/.


In the last year, our grades 3-12 Spanish classes in Berrien County have learned about holidays such as Cinco de Mayo and Day of the Dead by connecting to bilingual classes in Texas and Florida. We’ve found it much easier to get a Spanish “international” experience by connecting to native speaking students in southern states because there are more classes and we can easily connect with them during our class period. Students practice speaking in Spanish, learn respect and engage in mutual dialogue with students of another culture.


While these experiences use standards- based videoconferencing, you can also use Skype to raise students’ global awareness. Silvia Tolisano has created a wonderful resource called Around the World with 80 Schools at http:// aroundtheworldwith80schools.net/. On this site, you can network with other teachers, find tips and resources for using Skype, and learn how to integrate international connections in your curriculum. Silvia’s video collections also provide excellent examples of what is possible:


http://www.vimeo.com/langwitches. MACULJOURNAL |


Century Theme: Civic Literacy The Partnership for 21st


21st Century


Skills defines Civic Literacy as: • Participating effectively in civic life through knowing how to stay informed and understanding governmental processes


•


Understanding the local and global implications of civic decisions


One of the most common ways to use videoconferencing for civic literacy is to connect to your Senator or Congressman. Every year high school students in Berrien and Cass counties videoconference with Senator Carl Levin and Congressman Fred Upton. The students prepare thoughtful questions on current issues. Mr. Upton has commented in the past that the students’ questions are even harder than press questions! During this interaction, students learn about governmental processes. For example, invariably a student will ask a local issue question and get an answer that explains states’ rights and local control.


Our middle and high school students have compared governmental processes of the United States with other international classes. A high school class connected to a high school in Pakistan to compare political processes and cultural habits. Our 6th


grade classes, which regularly study Canada, connect to a Canadian class that includes comparing the governmental structure of each country and how that impacts local life. In the EcoConversations project mentioned earlier, often the students compare laws and local statutes that relate to environmental issues, such as recycling. Our students are always shocked to find out that in the U.K. and Canada they don’t have to pay extra for recycling, whereas we do.


Finally, Berrien RESA partners with our local veterans organization, Lest We Forget (www.lestweforgetusa.org) to bring veteran interviews to our classes. We also share this program across the country and you could participate too! We have panels of veterans from World War II, Korea, or Vietnam scheduled throughout the year. Students often ask insightful questions that related to civic literacy: governmental decisions, comparing past wars to the current wars in Afghanistan and Iraq, and discussing the pros and cons of a


Conference 2011 |


draft. Hearing the various perspectives of the panel members brings a broader understanding of civic responsibilities to our students. Archived video clips and information on how to participate are online here: www.berrienresa. org/technology/vc/lestweforget/.


Century Skill: Communicate Clearly The Partnership for 21st


21st Century Skills defines the Communication skill as:


• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts


• • •


Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions


Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)


Communicate effectively in diverse environments (including multi-lingual)


Obviously this skill is perfect fit for videoconferencing, a real-time communication tool! In a study of a year-long videoconference collaboration between students in Texas and Mexico, in addition to the expanded cultural understanding, students had a greater self-concept and were more self-assured in their speaking and poise on camera. (Cifuentes, 2000). An authentic audience is an excellent way for students to expand their communication skills. In any videoconference, students are asking and answering questions of the expert or peer class. In many videoconferences, students also present information, or even teach the partner class how to do something. All of these experiences give students a chance to practice and use their communication skills.


One popular videoconference format is that of the descriptive writing exchange designed by Roxanne Glaser of Whirlidurb. In this videoconference format, each class designs and describes something: a monster (for Halloween), a turkey (for Thanksgiving), a elf or snowman (for December/January) or a teddy bear. The classes exchange descriptions, and then try to follow the directions to make a copy of the monster/turkey/snowman. During the videoconference, the classes bring


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