Teleconferencing across borders: promoting literacy--and more--in the elementary grades.

Teleconferencing across borders: promoting literacy--and more--in the elementary grades. Child: "Will we really see the children in Costa Rica Costa Rica(kŏs`tə rē`kə), officially Republic of Costa Rica, republic (2005 est. pop. 4,016,000), 19,575 sq mi (50,700 sq km), Central America. when wetalk to them?" Teacher: "Yes, they will be on one of the TV screens, and wewill be on the other one." Child: "And we can ask them questions, and they'll beable to answer them right away?" Teacher: "Yes, but you would need to wait/or your turn. Whenit is your turn, you will need to press this little button next to themicrophone on the table. The camera will be able to zoom To change from a distant view to a more close-up view (zoom in) and vice versa (zoom out). An application may provide fixed or variable levels of zoom. A display adapter may also have built-in zoom capability. in on you, andthen you can ask or answer questions." This conversation, and similar ones, took place between teachersand 3rd- and 4th-graders in Buffalo, New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of , as they familiarized fa��mil��iar��ize?tr.v. fa��mil��iar��ized, fa��mil��iar��iz��ing, fa��mil��iar��iz��es1. To make known, recognized, or familiar.2. To make acquainted with. themselves with the capabilities of the distance learning room in theirschool. Going one step beyond pen-pal and E-mail partnerships, thechildren soon would be able to use modern technology to buildfriendships around the world as they learned. Since the children werefascinated with video technology, they quickly learned how to operatethe microphone buttons, and recognized the importance of sitting stilland speaking slowly and clearly. The following article chronicles theexperiences of teachers and elementary children from the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. and Costa Rica as they embarked on a journey propelled by a technologyof the future--videoconferencing. Technology in Today's Classrooms At one time, children communicated with friends through paper cupsconnected by string. They could not begin to imagine advancedcommunications. Children today, however, are not even fascinated byradio or black-and-white television. They spend hours on the computerplaying educational games, surfing surfing,sport of gliding toward the shore on a breaking wave. Surfers originally used long, cumbersome wooden boards but now ride lightweight synthetic boards that allow a greater degree of maneuverability. the Web, or sending E-mail messagesto friends. Educational applications for the advancing technology have expandedin the past few years. Schools have access to increasing volumes ofdevelopmentally appropriate software to enhance students' learning.Some schools now plan "virtual field trips" to distant places,or invite guest speakers into their classrooms via videoconferences.While not all of the potential problems of technological innovationshave been untangled, research is beginning to demonstrate that"technology-rich learning environments contribute definitely andpositively to children's success in school" (Hancock &Betts, 2002, p. 11). In order to provide a technology-rich, developmentally appropriatelearning environment for young children, it is important to connecttechnology to inquiry whenever possible. Therefore, "it isincumbent upon educators to integrate constructivist con��struc��tiv��ism?n.A movement in modern art originating in Moscow in 1920 and characterized by the use of industrial materials such as glass, sheet metal, and plastic to create nonrepresentational, often geometric objects. designs that allowstudents to explore, question, and discover" (Stafford-Levy &Wilburg, 2000, p. 125). Learners must be allowed to experiment, takerisks, and interact freely with the new technology equipment. Inaddition to carefully integrating technology into the curriculum,educators also should infuse in��fusev.1. To steep or soak without boiling in order to extract soluble elements or active principles.2. To introduce a solution into the body through a vein for therapeutic purposes. it into assessment and instruction "tocreate a coherent system of teaching and learning" (Hancock &Betts, 2002, p. 27). With careful alignment of high standards andtechnology, it is possible for teachers to increase test scores(Cradler, McNabb, Freeman, & Burchett, 2002). When carefully planned and tailored to the needs of diverseaudiences and situations, distance learning opportunities can meet theneeds of most students. In low-technology countries, for example,distance education at the primary or secondary level may becorrespondence studies or radio broadcasts. In high-technologycountries, students take virtual field trips and use handheld computers A computing device that can be easily held in one hand while the other hand is used to operate it. The Palm devices are a popular example. See Palm, smartphone and palmtop. in their everyday learning. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. Eastmond (2000), "Distanceeducation is seen as an important improvement to education (which islinked to economic growth)by dispersing education to rural areas,providing access to minority groups, increasing the quality ofeducation, and reducing educational costs" (p. 100). Distanceeducation also offers solutions to problems in countries or areas wherethere is a shortage of classrooms, facilities, and teachers. Instead ofbuilding more schools and colleges, or requiring people to move fromrural areas to metropolitan areas, online courses could be developed tosupplement traditional education (Son, 2001). Furthermore, distance learning can bridge gaps in internationalcommunication and help erase cultural and social boundaries betweencountries. An electronic exchange of academic materials, and eventeachers, could foster international cooperation (Son, 2001). Thisexchange and cooperation can benefit students by allowing them to take avariety of courses, learn from one another, and even participate inhealthy student competition (Eastmond, 2000). The most efficient way tobring about such cooperation among students is through real-timevideoconferencing A real time video session between two or more users or between two or more locations. Although the first videoconferencing was done with traditional analog TV and satellites, inhouse room systems became popular in the early 1980s after Compression Labs pioneered digitized video systems . This relatively new educational possibility has beentouted as an "exciting and engaging new medium for learning"(Gerstein, 2000, p. 186). Because it is new and exciting, students oftenare highly motivated to work harder. One appealing characteristic ofvideoconferencing is that it can take students virtually to distantplaces "while never physically moving anyone" (Gerstein, 2000,p. 182). This type of distance learning tool also has proven successful infacilitating second language acquisition. "The live communicationwith native speakers has proven to be highly motivating for studentsuccess" (Mosby, 1997, as cited in Gerstein, 2000, p. 183). Itsfurther advantages include providing children with opportunities toreduce bias, helping them become more tolerant towards one another, andpreparing children for living in the global world. According toCifuentes and Murphy (1999), "Schools might play a significant rolein nurturing students' positive identity formation, spirit ofcommunity, and multicultural mul��ti��cul��tur��al?adj.1. Of, relating to, or including several cultures.2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. perspectives by providing them withopportunities to build distant relationships" (p. 94). This is whathappened between children at the King Center Charter School in Buffalo,New York, and children at the Lincoln School Lincoln School is a popular name for schools—particularly high schools—in America. In the past schools of this name were indicators of them being for colored people. in San Jose San Jose, city, United StatesSan Jose(sănəzā`, săn hōzā`), city (1990 pop. 782,248), seat of Santa Clara co., W central Calif.; founded 1777, inc. 1850. , Costa Rica. INTRODUCTION TO KING CENTER CHARTER SCHOOL, LINCOLN SCHOOL, ANDCATE CATE - Computer Aided Test Engineering. King Center Charter School, Buffalo, NY, USA. The King CenterCharter School operates in a former church, also a historic landmark, inone of the most economically depressed and high-crime areas of urbanBuffalo. The former St. Mary of Sorrows Roman Catholic Church Roman Catholic Church,Christian church headed by the pope, the bishop of Rome (see papacy and Peter, Saint). Its commonest title in official use is Holy Catholic and Apostolic Church. was facingdemolition in the mid-1980s when a group of concernedcitizens--educators, politicians, organizations, and businessleaders--raised funds and advocated for saving the building. Over 10years of commitment and hard work paid off when the church wastransformed into a pilot school; a governing committee decided that theschool would operate in close agreement with the developmentallyappropriate guidelines guidelines,n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. espoused by the National Association for theEducation of Young Children The National Association for the Education of Young Children (NAEYC) is the largest nonprofit association in the United States representing early childhood education teachers, experts, and advocates in center-based and family day care. (NAEYC NAEYC National Association for the Education of Young Children (Washington, DC)). In 1993, Yale University'sBush Center in Child Development and Social Policy recognized the KingCenter as New York State's first 21st Century School. In 2000, theSUNY SUNY - State University of New York Board of Trustees board of trusteesPolitics The posse of thugs who oversee an institution's administration. See Board of directors. approved the proposal for the school to becomeone of New York's first charter schools. The K-4 program now servesas a high-quality, research-based initiative to prepare children for thefuture. To reach this goal, each classroom is equipped with the latestin computer and video technology, including wall-mounted classroomcameras with infrared tracking devices. The school maintains a closeconnection with the community, and with area universities and colleges,through distance learning sessions, extracurricular activities, andpen-pal projects. Over the years, the Years, Thethe seven decades of Eleanor Pargiter’s life. [Br. Lit.: Benét, 1109]See : Time King Center Charter School hasbecome a model for collaborative urban education (Hoot, Massey, Barnett,Henry, & Ernest, 2001; Massey, Hoot, Ernest, Barnett, & Henry,2000). Lincoln School, San Jose, Costa Rica. The Lincoln School(www.lincoln.ed.cr) is located in the central highland plateau plateau,elevated, level or nearly level portion of the earth's surface, larger in summit area than a mountain and bounded on at least one side by steep slopes, occurring on land or in oceans. of CostaRica. It is a private, nonprofit A corporation or an association that conducts business for the benefit of the general public without shareholders and without a profit motive.Nonprofits are also called not-for-profit corporations. Nonprofit corporations are created according to state law. , coeducational co��ed��u��ca��tion?n.The system of education in which both men and women attend the same institution or classes.co��ed day school for Pre-K toGrade 12 students. The school opened in 1944, and is governed by a Boardof Directors. Both the Southern Association of Colleges and Schools The Southern Association of Colleges and Schools (SACS) is a regional educational accreditation agency for over 13,000 public and private educational institutions ranging from preschool to college level in the southern United States. andthe Costa Rican Ministry of Education accredited accreditedrecognition by an appropriate authority that the performance of a particular institution has satisfied a prestated set of criteria.accredited herdscattle herds which have achieved a low level of reactors to, e.g. the institution. Themission of the school includes educating children to achieve highmeasurable standards through integrated curriculum and through a closepartnership with parents. The school also encourages continuingprofessional development CPD is the means by which members of professional associations maintain, improve and broaden their knowledge and skills and develop the personal qualities required in their professional lives. of teachers, thus giving them the skills tohelp students stay up-to-date in our constantly changing world. Over1,100 students, including some from the United States and other nations,are educated in the school facilities, which include 76 classrooms,science laboratories, music and drama rooms, computer rooms, a theater,an amphitheater amphitheater(ăm`fəthē'ətər, ăm`pə–), open structure used for the exhibition of gladiatorial contests, struggles of wild beasts, sham sea battles, and similar spectacles. , and art studios. It is recognized schoolwide thatcross-cultural communication Cross-cultural communication (also frequently referred to as intercultural communication) is a field of study that looks at how people from differing cultural backgrounds endeavour to communicate. in a technologically rich world requiresall children to become bilingual bi��lin��gual?adj.1. a. Using or able to use two languages, especially with equal or nearly equal fluency.b. , and be able to read, write, andcommunicate at a high level in both English and Spanish. Theschool's bilingual programs are unique in Costa Rica. Many LincolnSchool graduates continue their studies in the United States or in othercountries. The school has been involved in various teleconferencing andstudent exchange projects with schools located in western New York Western, New York is also the name of a town in Oneida County, New York.Western New York refers to the westernmost region of New York State. . CATE: Center for Applied Technologies in Education (1). Since 1995,CATE has been designing and developing Networked Learning Communities,which provide the groundwork for distance learning and videoconferencingopportunities. The center, founded by Donald Jacobs, works closely withK-12 institutions as well as colleges/universities and nonprofitorganizations Nonprofit OrganizationAn association that is given tax-free status. Donations to a non-profit organization are often tax deductible as well.Notes:Examples of non-profit organizations are charities, hospitals and schools. to bridge geographic, political, and cultural boundaries.In Buffalo, sites participate as part of the Western New York FiberDistance Learning Network through the CityNet fiber optic distancelearning network. Schools or organizations outside of this network canconnect using ISDN ISDNin full Integrated Services Digital NetworkDigital telecommunications network that operates over standard copper telephone wires or other media. (Integrated Services Digital Networks Integrated services digital network (ISDN)A generic term referring to the integration of communications services transported over digital facilities such as wire pairs, coaxial cables, optical fibers, microwave radio, and satellites. ) or IP(Internet Protocol See Internet and TCP/IP. (networking) Internet Protocol - (IP) The network layer for the TCP/IP protocol suite widely used on Ethernet networks, defined in STD 5, RFC 791. IP is a connectionless, best-effort packet switching protocol. ) technology, which is how the King Center made itsconnection with the Lincoln School. Besides ISDN and possibly IPtechnologies, each of these organizations also has a "closed"network that allows it to connect to other schools and organizationsoutside the network. This system also allows satellite programs toparticipate. CATE enables distance learning courses, videoconferences tomuseums, and expert presentations; a special project is Project LOOP.This project links schools and communities in Costa Rica with WesternNew York to enhance cross-cultural communication among the participatingsites. "Project LOOP established the first video teleconferencing See videoconferencing. system in Central America Central America,narrow, southernmost region (c.202,200 sq mi/523,698 sq km) of North America, linked to South America at Colombia. It separates the Caribbean from the Pacific. for the purpose of linking students, teachers,and communities of learners with their peers in the United States"(http://cate.buffalo.edu/html/ viewcontent.asp?type=loop). The Teleconference Project The teleconference was initiated by students and teachers in CostaRica. A group of eight 3rd-graders sought to develop theirEnglish-language skills by interacting with a group of students in theUnited States. Upon receiving CATE's invitation for ateleconference, the King Center agreed to participate in the session toprovide students with a live, cross-cultural learning experience. In order to make the conference productive, the projectadministrators carefully implemented the following stages of distancelearning delivery (Willis, 1993): The Design Stage. Project designers first identified specific needsof the audience/participants. The Costa Rican students had specificquestions for their U.S. counterparts. They asked questions about theUnited States, the King Center, animals, plants, and about the U.S.students' families, pastimes, and favorite entertainers. Thechildren in New York also wanted to ask questions. After formulatingtheir lists of questions, each group sent the questions by E-mail to theparticipating teachers in the respective countries. Gerstein (2000)considers E-mail to be "the best, easiest, and most affordable formof communication for this purpose" (p. 179). These questionsprovided the basis for individual presentations. Understanding the participants at both sites was an additional stepin the design stage. The audience/ participants in Costa Rica were eight3rd-grade ESL (1) An earlier family of client/server development tools for Windows and OS/2 from Ardent Software (formerly VMARK). It was originally developed by Easel Corporation, which was acquired by VMARK. students (one girl and seven boys) who wanted to use theirsecond language in a live, meaningful context with 3rd- and 4th-gradeUnited States students. The audience/participants at the King Centerwere two girls and two boys in Grade 3, and two boys and two girls inGrade 4 who had been studying Spanish as a second language during the2002-03 school year. The main instructional goal of the teleconference was determined tobe enhancing students' academic skills through a telecommunicationsexchange. Moreover, New York State learning standards Learning Standards is a term used to describe standards applied to education content, particularly in the US K-12 space.The Learning Standards themselves can can be found on the individual web sites for states [1] were addressed inthe areas of English language English language,member of the West Germanic group of the Germanic subfamily of the Indo-European family of languages (see Germanic languages). Spoken by about 470 million people throughout the world, English is the official language of about 45 nations. arts, career development, languages otherthan English LOTE or Languages Other Than English is the name given to language subjects at Australian schools. LOTEs have often historically been related to the policy of multiculturalism, and tend to reflect the predominant non-English languages spoken in a school's local area, the , math, science, technology, and social studies. Finally, the participating teachers decided to begin theteleconference with individual introductions and student presentationsat both sites. Then, the students would have 15-20 minutes of informalconversations. The Development Stage. Upon evaluating the characteristics of eachgroup, and the main instructional goal, project administrators developedsession objectives. These included establishing live interactions amongthe students, and allowing the children to conduct research by utilizingvarious tools, develop presentations, practice presentation skills, andexperiment with the technology. An outline for each practice session indicated which activitiesstudents needed to be engaged in to accomplish the session objectives.Each student answered research questions on a specific topic by usingbooks, the Internet, magazines, pictures, maps, and encyclopedias This article contains a list of encyclopedias, including projects to create new works. Because the number of works that can be considered encyclopedias is very large, this list does not attempt to be comprehensive. . Uponcompleting their research, children at the King Center worked onpresentation posters to be used during the conference. In Costa Rica, the students worked on individualself-introductions, and short presentations about the Lincoln. Schooland about their county. They also located a short video about arribadas(turtles laying eggs) to show. The students gave their presentations inEnglish. At the King Center, students prepared presentations on theUnited States (states, population, favorite pastimes, food, climate,animals, and plants), on New York State (state symbols, climate,animals, plants), on the city of Buffalo, and on the school. The amountof information to be delivered via presentations was carefullyconsidered so as to prevent "listener fatigue Listener fatigue occurs when the ear tunes out unwanted noises and focuses on the wanted ones. When listening to music for example, the speakers may give off an unwanted hissing noise that the person has to focus out, causing "Listener Fatigue". ." Students at both sites took the preparation seriously, and showedenthusiasm for the process. According to Gerstein (2000), "Planninga videoconferencing session requires focused organization and attentionto detail. Participation in this process provides students with anincreased awareness of organizational skills and a more cognizant cog��ni��zant?adj.Fully informed; conscious. See Synonyms at aware.[From cognizance.]Adj. 1. realization of how language skills are used and perceived byothers" (p. 184). Students in Buffalo also created "self-introductory"collages that provided information about themselves, their families, andtheir favorite activities and subjects. They illustrated these collageswith drawings and photos of children and families. The students wereexcited about bringing in photos and little objects from home "toshow to the Costa Rican students." The practice sessions lasted for30 minutes every day for three weeks. Each day, the students asked thesame question: "Will we be able to see them today?" Theanswer, however, was always the same: "No, only on the day of theconference." During the last practice sessions, when the individualpresentations were videotaped in the distance learning room at the KingCenter, the initial goal was to consider the length and flow of thepresentations. The videotaping resulted in something more, however.After the students had the opportunity to view themselves on television,they reflected on their own performances. As a result, theircommunication and presentation skills greatly improved; they remindedthemselves to talk slowly and clearly, pronouncing pro��nounc��ing?adj.Relating to, designed for, or showing pronunciation: a pronouncing dictionary.each word in a waythat would be understandable for students whose native language is notEnglish. The students also shared ideas about improving the quality ofthe session, by sitting still in the chair and refraining from pressingthe microphone button while somebody else was speaking or touching themicrophone (which would result in static noises on the videotape videotapeMagnetic tape used to record visual images and sound, or the recording itself. There are two types of videotape recorders, the transverse (or quad) and the helical. ). Asthey practiced, the students overcame the initial excitement of seeingthemselves on the television screens and became more conscious of theirappearance and behavior in the distance learning lab. The Day of the Conference. In order to prevent glitches, technologycoordinators were present at each site to provide immediate support, ifnecessary. Both sites also communicated with CATE in advance to ensurethat the connection would be established and monitored. All of thestudents were very excited about finally meeting their long-distancefriends. They were ready to give their presentations and carry outinformal conversations. When the connection was established, the Costa Rican studentsstarted their introduction, followed by the King Center students. Afterthey got to know each other, the individual presentations enabledstudents to share their knowledge about their respective researchtopics. During the last 15-20 minutes of the session, the students helda relaxed conversation in which they shared their perceptions of theirsimilarities and differences. The audio/visual aids (presentationcharts, video presentation, and pictures) further enhanced the qualityof the session. The Evaluation Stage. Evaluations took place not only after theteleconference, but also during the preparation sessions. Teachersmonitored whether they were addressing high academic standards andwhether the technology was being integrated in a developmentallyappropriate way. During the teleconference, teachers evaluated thestudents' performances. At both sites, students were well-preparedfor the presentations, seemed relaxed, and had numerous high-qualityinteractions with one another. During the follow-up session, students had the opportunity to sharetheir experiences and brainstorm ideas for future sessions. One childcommented: "I think it was awesome seeing other people from adifferent culture.... I have learned a lot from the movie they showedabout Costa Rica. I'd like to visit them one day!" The Costa Rican students became so excited about the conferencethat they started a pen-pal project with the King Center students. Theparticipants now design and write their own postcards on a regularbasis, sharing additional information about one another, their school,and their families. Below is a sample exchange of postcards sent betweena student at Lincoln School in Costa Rica and a student at the KingCenter. Postcard # 1 From Costa Rica "Dear C., I also like math, too. I have three sisters. Do youlike soccer? Your friend, D." Response to Postcard # 1 From Buffalo, NY "Dear D., Thanks for the letter. I would rilly like threesisters but I have two brothers. I like watching people play soccer.Your friend, C." The student decorated dec��o��rate?tr.v. dec��o��rat��ed, dec��o��rat��ing, dec��o��rates1. To furnish, provide, or adorn with something ornamental; embellish.2. the front of the card with various mathproblems for the Costa Rican friend to solve and send back. At the King Center, the classroom teachers displayed each postcardon the walls next to the world map, thus encouraging map reading skillsand keeping the connections alive. The 4th-grade teacher, Ms. Kaity,commented after the teleconference: "The students were verymotivated to talk to their peers and adults about the teleconference.They even asked their Spanish teacher for information about Costa Rica,even though she is not from that country originally. It was a sign thatstudents made the connection between Spanish-speaking countries.... Allthe students are very excited to take part in future on-linecollaborations." The Revision Stage. After evaluating the strengths and weaknessesof the conference, teachers at both sites discussed areas in need ofimprovement or revision for future sessions. Some of their plannedchanges One of the foundational definitions in the field of organizational development (aka OD) is planned change:“Organization Development is an effort planned, organization-wide, and managed from the top, to increase organization effectiveness and health through planned include more informal interactions among the students, ratherthan taking 35-40 minutes of presentations, and exchanging writtenhand-outs for easier reference to key points of the session. Parent Involvement. The parents of the students were kept informedabout the progress of the preparations, and were encouraged to work withtheir children at home to prepare them for their individualpresentations. Many parents came in to observe the session and heartheir child's presentation. Problems Encountered While the teachers and children unanimously agreed that the projectwas highly successful, a few difficulties did emerge and should beshared. Scheduling Problems. The teachers, technology coordinators, andCATE organized the session via Email. Establishing an appropriate timefor both sites was critical but proved difficult, considering the timedifference between the countries. Unfortunately, the first scheduledconference did not take place, due to a miscalculation mis��cal��cu��late?tr. & intr.v. mis��cal��cu��lat��ed, mis��cal��cu��lat��ing, mis��cal��cu��latesTo count or estimate incorrectly.mis��cal of the timedifference. At the King Center, students, teachers, parents, andcommunity representatives (including a legislator LEGISLATOR. One who makes laws. 2. In order to make good laws, it is necessary to understand those which are in force; the legislator ought therefore, to be thoroughly imbued with a knowledge of the laws of his country, their advantages and defects; to ) patiently awaited theconnection at the proposed time. Although all the details were discussedin advance, running a test session would have been a useful way todouble-check the time zone difference and identify any necessarymodifications. The children were very disappointed that they could nottalk to their Costa Rican peers at that time, but remained excited whenthe new day and time was confirmed. Technical Difficulties. Technical difficulties--such asexperiencing and transmitting static noises--need to be worked outbefore conducting any future sessions. Scheduling the video connectionabout half an hour before the actual presentation time allowed enoughopportunity to work out last-minute technological problems, with thehelp of an on-site technical assistant. Scheduling the disconnection dis��con��nect?v. dis��con��nect��ed, dis��con��nect��ing, dis��con��nectsv.tr.1. To sever or interrupt the connection of or between: disconnected the hose.2. about 5-10 minutes after the end of the scheduled conference is alsoadvisable ad��vis��a��ble?adj.Worthy of being recommended or suggested; prudent.ad��visa��bil so that no presentation need be abruptly a��brupt?adj.1. Unexpectedly sudden: an abrupt change in the weather.2. Surprisingly curt; brusque: an abrupt answer made in anger.3. cut off (Pachnowski,2002). Cost of the Distance Learning Lab/Upgrading. Start-up and upgradingexpenses associated with distance learning programs can be veryexpensive. Institutions should carefully investigate the various typesand costs of available technology, consulting, for example, theliterature on funded projects and grant programs (e.g., Porter, 1997).The King Center participated in making a citywide collaborative grantproposal to Bell Atlantic to defray de��fray?tr.v. de��frayed, de��fray��ing, de��fraysTo undertake the payment of (costs or expenses); pay.[French d��frayer, from Old French desfrayer : des-, costs for the initial distanceeducation room. Upgrades and extensions have been possible throughcorporate and federal grants. Conclusions This distance learning experience allowed students to not onlyenhance their academic and technological skills, but also work withother students as team members. Through this cross-cultural exposure,students came to understand and appreciate different cultures (Nordgren,2002). A community feeling was established among students and teachers,and between the schools. Students' self-esteem and multiculturalunderstanding increased (Cifuentes & Murphy, 1999). Some studentsbegan considering future careers in technology. Nordgren (2002) asserts that in order to succeed in a global world,children will need the ability to work "cooperatively andcollaboratively within teams and across cultures" (p. 319), andwill need to acquire technological skills. To achieve this goal,teachers need to be well-trained in the use of technology in theclassroom. School systems should provide both training and support forteachers to help them integrate technology into the curriculum. Teachertraining institutions must emphasize quality technology training(Wetzel, 2001). A recent UN report asserts that "the combination of educationand technology can have powerful and long-lasting effects on the qualityof life for our students, our global neighbors, and ourselves"(cited in McNabb, 2002, p. 61). In order to achieve this positiveoutcome, it is necessary to foster the development of higher orderthinking and literacy skills, along with technology fluency flu��ent?adj.1. a. Able to express oneself readily and effortlessly: a fluent speaker; fluent in three languages.b. .Furthermore, the cost of distance education programs must be lowered ormet through government or corporate funding to make such programsaccessible for everyone. It may be a challenge, but it is ourresponsibility and mission as educators, organization leaders, andpolicymakers to provide the highest quality learning for all children. References Cifuentes, L., & Murphy, K. L. (1999). Distance learning amongMexican and Texan children. Educational Technology Research andDevelopment, 47(4), 94-102. Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002).How does technology influence student learning? Learning & Leadingwith Technology, 29(8), 46-49. Eastmond, D. (2000). Realizing the promise of distance education inlow technology countries. Educational Technology Research andDevelopment, 48(2), 100-111. Gerstein, R. B. (2000). Videoconferencing in the classroom: Specialprojects toward cultural understanding. In D. L. Johnson, C. D. Maddux,& L. Liu (Eds.), Integration of technology into the classroom: Casestudies (pp. 177186). Binghamton, NY: The Haworth Press. Hancock, V., & Betts, F. (2002). Back to the future: Preparinglearners for academic success in 2004. Learning & Leading withTechnology, 29(7), 10-13, 27. Hoot, J., Massey, C., Barnett, M., Henry, J., & Ernest, J.(2001). A former church as a center of excellence for children.Childhood Education, 77, 386-392. Massey, C., Hoot, J., Ernest, J., Barnett, M., & Henry, J.(2000). From near-rubble to rebirth re��birth?n.1. A second or new birth; reincarnation.2. A renaissance; a revival: a rebirth of classicism in architecture. : A former church building as acenterpiece of collaboration for children. 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Creating the virtual classroom: Distancelearning with the Internet. New York: John Wiley John Wiley may refer to: John Wiley & Sons, publishing company John C. Wiley, American ambassador John D. Wiley, Chancellor of the University of Wisconsin-Madison John M. Wiley (1846–1912), U.S. & Sons. Son, T. T. (2001). Distance education and its contribution to ruraldevelopment in Vietnam. Childhood Education, 77, 351-355. Stafford-Levy, M., & Wilburg, K. M. (2000). Multiculturaltechnology integration: The winds of change amid the sands of time This article is about the magic Sands from the Prince of Persia: The Sands of Time trilogy. For other uses, see Sands of Time (disambiguation).In the Prince of Persia: The Sands of Time video game trilogy, the Sands of Time . InD. L. Johnson, C. D. Maddux, & L. Liu (Eds.), Integration oftechnology into the classroom: Case studies (pp. 121-134). Binghamton,NY: The Haworth Press. Wetzel, K. (2001). Preparing teacher leaders: A partnership thatworks, part 2. Learning & Leading With Technology, 29(3), 50-53. Willis, B. (1993). Distance education: A practical guide. EnglewoodCliffs, NJ: Educational Technology Publications. Willis, B. (1994). Distance education: Strategies and tools.Englewood Cliffs, NJ: Educational Technology Publications. Web sites http: //cate.buffalo.edu/ http: //cate.buffalo.edu/html/viewcontent.asp?type=loop www.kingurbanlifecenter.org www.lincoln.ed.cr Note (1) Information about CATE was obtained from Barbara Buonanno,Manager of Networked Learning Communities in Buffalo, NY, and from theCATE home page: http://cate.buffalo.edu/. Judit Szente is Research Coordinator at the King Center CharterSchool in Buffalo, New York.