Working in an online environment, I totally
agree with Julene Reed that “technology can be used to promote global
learning, provide cultural understanding and build relationships” (Reed,
2007). It is very important that we
provide opportunities for students to make these connections, not only with
those locally or nationally, but internationally as well. In literature, it is very easy to find themes
that are still relevant in the world today; with these universal themes, we can
develop assignments and projects that enable students to explore their world
and build relationships on a global level.
Role playing is a very effective
method to promote respect, foster empathy, and allow students to “walk in
others’ shoes.” This is critical when
dealing with diverse people. One way
that I incorporate digital media and role playing in my classroom is by
assigning my students to create a digital, video, or audio journal entry of a
fictional character or nonfictional person.
For example, during our Nonfiction Unit, the students are introduced to the
Great Depression. They read children’s
letters from Letters to Mrs. Roosevelt. The students are very touched and heartbroken
to read the letters from teenage children requesting necessities, such things
as clothing, money, coats, undergarments, etc. - things they have at their
disposal, things that they would not even image wanting in this age of
abundance. After the students read these
letters, they are given photographs of children from the Great Depression. They are required to analyze these photos and
construct a plot, and from there, create a journal entry from that child’s
point of view.
I have had students create journals, text,
audio, and video, who have brought these photos alive! Some students have even dressed the part and
read their journals entries with such emotion.
When these students share with the others in the class, the responses are
overwhelming. They really feel for these
unfortunate children and have actually expressed empathy and compassion for
those less fortunate. I enjoy seeing the
students’ kindness and respect for their fellow students and fellow citizens,
past and present. As Gardner states,
“The task for educators becomes clear; if we are to fashion persons who respect
differences, we need to provide models and offer lessons that encourage such a
sympathetic stance” (Gardner, 2007, p. 110).
I would like to further this assignment by having students communicate
and collaborate with others regarding these themes of hardship and triumph,
which will be a very crucial skill in their futures. Of course, utilizing the digital tools
mentioned by Reed (email, digital storytelling, blogs, webcams, etc.) will be successful
means in achieving this goal.
Providing materials (images, audio, and
videos) that touch upon different learning styles and various senses make emotions
more real and meaningful and allow students to relate to real-life situations
on many levels. In the case of the Great
Depression, there are people who face hardships and triumph in their towns,
cities, states, countries, and their world.
If these students are given opportunities to experience empathy and
compassion, they will be better global citizens and will be in positions to
make differences. It would be wonderful
to globally collaborate on issues like this and require them to create
community projects where they can come together and tackle these issues or at
least discuss the issues and conflicts that we all face. Because
students embrace digital media, we need to use it to our advantage, an advantage
that will create respectful and ethical global citizens that embrace their world and those
with whom they share it. As stated by
Reed, “Knowledge of other cultures around the world leads students to
understanding and compassion. That, in turn, creates students who take action
to make a difference in resolving problems and changing the world to be a better
place” (Reed, 2007).
Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press.
Reed, J. (2007). Global collaboration and learning. Retrieved from https://live.wilkes.edu/d2l/lms/content/viewer/main_frame.d2l?ou=118447&tId=1042006
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