George Lucas Educational Foundation
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A student is sitting at a desk with big headphones over her ears, her back facing us. She has her laptop opened with a paused video of a young boy on the screen. Her teacher is kneeling beside her desk, smiling, talking to her.

Eyes lit up when I mentioned pen pals. Their eyes grew wider when I explained that we wouldn't be using paper, and the coolest part was how excited they became when they learned that they would be connecting with pen pals from the same country as Malala. This enthusiasm, combined with cutting-edge technology, transformed my multicultural literature unit this fall.

After reading I Am Malala by Malala Yousafzai, my students collaborated one-on-one with middle-school peers at an independent school in Karachi, Pakistan via video message exchange. They explored themes such as cultural stereotypes, common misconceptions, leadership and role models, access to education, community service, and life in both Pakistan and the United States.

3 Benefits

The goal of the program was for students to create meaningful connections with peers from a different culture and develop a better understanding about the world. Facilitated by Level Up Village, this cultural exchange allowed my students to not just discuss empathy, but also put it into action. Here are three reasons why all language arts teachers should consider integrating global collaboration into their classroom:

1. Students develop empathy through interaction.

Communicating virtually with students in Pakistan provided my students with the extraordinary opportunity to develop empathy through real-world interaction. The technology was the easy part -- they intuitively understood how to navigate Level Up Village's global communication platform, and it was a natural extension of our district's 1:1 digital learning environment.

But before they logged on to send their first message to their partners in Pakistan, we engaged in a series of pre-discussions regarding culture and empathy to set the stage for their interactions with their global partners. I was then able to build on their prior knowledge and use teachable moments during the exchange to maintain sensitivity regarding issues such as terrorism and access to education.

Moreover, they learned that since Malala is a polarizing political figure in Pakistan, their global partners would not have access to the book nor be able to discuss Malala herself. But students on both ends of the exchange were prepared to discuss the important themes that Malala raises. One is the unequal access to education in Pakistan. While my students had read about it in the book, it became more real when they realized that their partners were among the fortunate ones who got to go to school.

Another important skill they acquired was learning how to phrase questions and elicit responses from their partners to foster the relationship and make the videos come alive. Using what we learned about empathy, students practiced phrasing and delivery until they created effective open-ended questions.

2. Video exchange taps into different learning styles.

The exchange of video messages provided a new vehicle of expression for my students that went beyond the reading, writing, and group work typical in their day-to-day lives. This mode of communicating tapped into their different learning styles, sometimes in surprising ways.

My more outgoing, spontaneous students jumped right in. They started recording immediately and found the project quite stimulating. But even more remarkable was how some of my more introverted students gained a voice through the one-to-one exchange. These students felt more comfortable writing a script first, then recording, and were among the most reflective as the relationship with their partners evolved.

Over the course of the exchange, all of my students talked in depth about their culture, their interests, how they help their communities, who their role models were, and how they viewed themselves as leaders. Their personalities really shined through, and as a result, I saw different facets of their identities that might not ordinarily surface in class. This knowledge will inform and shape what I do in my classroom for the rest of the year.

3. Global collaboration gives students a new audience.

The Level Up Village video exchange also gave my students a new audience for their ideas and opinions, which is quite validating for young people. This wasn't just another assignment for their teacher or a presentation for their classmates. Instead, they were communicating with someone more than 7,000 miles away, and while that pushed them out of their comfort zone, it also inspired them to tackle tough topics and keep in mind that their partner may have an entirely different perspective.

Additionally, through using this innovative technology, I saw my students immediately apply their classroom learning to the outside world. I didn't have to wonder if their knowledge and appreciation of a new culture would stick with them to use at a later time. I didn't have to wonder if they would remember how to ask effective questions when interacting with others outside of class. Instead, their new learning was reinforced during their next conversation with their global partners. This valuable practice is something that will serve them well whenever they meet new people, even here at home.

Students Reflect

By integrating global communication into my language arts classroom, I helped my students acquire real-world communication skills, an enhanced cultural perspective, and a deeper understanding of who they are as leaders. More importantly, they realized that even though their personal circumstances were different, they shared much in common with their Pakistani partners. Here are some of their reflections on the experience:

"I was surprised to learn that my partner was not shy in her first video to me. She told me she was very excited. Also we had a lot in common like drawing, listening to music, and using the internet."
"I think they were surprised about how I didn't ever ask them about the shootings that happen in Pakistan. I think that they thought I would be only interested in the bad stuff."
"I learned that the struggles people in different countries face are very different, yet we can empathize with them. I was surprised that I could relate to my partner as much as I could."
"Until writing this, I didn't realize what an extraordinary experience it was. It was also very sad to share a last video because I knew that I would probably never see her again, and though it was only five two-minute long videos, I didn't realize the bond that was created and I (and hopefully she) will cherish for the rest on our lives."

Their responses to the experience exceeded my expectations and underscored the incredible impact of these one-on-one global interactions. The impact was growth that could not be measured by grades or standardized test scores. It was the cultivation of character embedded in a real-world experience, and that's worth doing.

Have you connected your students with their peers in other countries? What did they learn from the experience?

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Andrew Pass's picture
Andrew Pass
Developing Customized Educational Content

What a wonderful exercise that takes students from the confines of their own neighborhood and the four walls of their classroom to distant places. In today's era of the digital citizens, such lessons are fundamentally important.

Thanks for sharing!!

Check out the A Pass Educational Group Blog!!

Bridget Suvansri's picture
Bridget Suvansri
Teacher and Learning Facilitator

I completely agree, Paul! Global collaboration is definitely an effective way to build digital citizenship and break down the walls that confine us!

Annie Rutledge's picture

What an amazing experience for your students! I worked at a school in Beijing, China at an English immersion summer camp last year and was able to see firsthand how important global collaboration can be. It quickly became evident that my students were fascinated with anything American, but that they were focused more on the differences than their many similarities. Throughout our time together we had many conversations about culture and empathy as well. I wish I had been able to set up a video conference with some American students because I found that it was difficult for them to fully understand how similar they were to their global peers. I truly hope lessons like yours become more common schools across the US.

Bridget Suvansri's picture
Bridget Suvansri
Teacher and Learning Facilitator

It sounds like your experience in Beijing was amazing, Annie, and now that the technology to hold global conversations is more accessible to schools and teachers, I sure hope more and more teachers will be able to have their students participate in exchanges when they see teachable moments like you wish you had been able to do! I will say that using a book like I am Malala gave our students a natural platform to discuss not only who they were as a leader, but who their "ordinary" selves were since Malala wrote about herself as a regular teenager. She wrote about the tv shows she watched and how she fought with her little brother. She wrote about how she felt attending a new school where she knew no one and how much she missed her old friends. Her personal sharing allowed my students to see that they had things in common with her. Had we stopped there, my student's experience would have been great, but following that up with the global video exchange really make the experience extraordinary, and I can easily see your students could have been impacted by such as experience. During one video session, a student of mind was shocked that their partner in Pakistan had the video game that he had been wanting, while another student was having a back-and-forth conversation about how they loved One Direction and were upset that a member left. Not only were they comparing perspectives on education and leadership, they were having real kid conversations! If you find yourself back in a situation where a global exchange would be an impactful next step, I hope you get to do it!

Patrick J. Walsh's picture

Now that the technology is there as you say, the tricky part always seems to be finding the class to talk to. I am making a website so teachers can contact each other and try to set up such student conversations. It's free and open to any teacher. (I don't know if it would break the rules here to give the URL so I won't.) Now the hard part is getting outside the wealthy international school world to find teachers in less affluent schools. I'd love any advice!

Bridget Suvansri's picture
Bridget Suvansri
Teacher and Learning Facilitator

I agree with you, Patrick. Not only is it tough to find classes to connect with on your own, there are a host of other challenges in facilitatating the connection, it is difficult to monitor the communications between the students, difficult to upload and send videos, difficult to put together the curriculum that both teachers can use, and all of that. That's why my partnership with Level Up Village was key in my success with this project since they have the connections and the tech platform to make it all happen. And, you are correct in that it takes funding to partner with a company to facilitate the course, and pay for the program in the partner country too. My hope is that schools, districts, corporations, etc. will see the value in such partnerships and support teachers who want to host global courses. I do know that Level Up Village is working hard to try to bring their platform to schools that would have trouble funding it on their own. My hope is that they can find corporate partnerships to make that happen. I wonder what sort of grants might be out there for projects like this. Good luck, Patrick, in making something great happen for your students! (Oh, and there is already at least one website out there for teachers to connect on their own. Have you seen

Eliot013's picture

Sounds like your students had a really cool experiences with being connected to the world. I can see the difficulties with be being connected but it is so important to teach these skills. In my first year of teaching I had a boy from Sweden in my classroom and we set up Pen Pals (the old fashioned way with pen and paper) and the level of engagement and excitement that I got from that was amazing. Combine this with technology and videoing would have made this experience engage the students on a whole new level. It makes the learning authentic. Thanks for some great ideas.

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