Impacts of International Telecollaboration on Student Learning and Teacher Competence

Dr. Gyeong Mi Heo & Dr. Alain Breuleux (McGill University, Canada)

Rhea Febro & Amelia Buan (MSU-IIT, Philippines)

Dr. Jonghwi Park (UNESCO Asia-Pacific Regional Bureau for Education)

International School Project (ISP)

Impacts of International Telecollaboration on Student Learning and Teacher Competence

2014 AERA Annual Meeting, April 6, 2014, Philadelphia, PA.


Purposes of the Study

a) To report the processes of design and implementation of the International School Project (ISP)

b) To examine the impact of the ISP on student learning and teacher competence; and hence

c) To discuss meaningful implications for future implementation of this kind of international telecollaboration project.


The ISP was initiated by UNESCO Asia Pacific Regional Bureau for Education in line with the "Capacity Building Workshops on Project-Based Learning (PBL) and Telecollaboration."

International School Project (ISP)

a) To provide teachers and students with opportunities to collaborate with other groups from different countries, and

b) To build an online learning community for teachers and students to promote PBL-Telecollaboration.


Study Context

Participants from China, the Philippines, Malaysia, Bangladesh, Canada, and Republic of Korea.

ISP leadership team: UNESCO staffs, Teacher Education Institutions (TEI) coordinators and lead teachers.

Education Community portal and Voice/Video conferencing system (e.g., Skype and Adobe Connect)


Phase 1: Digital story (Project Initiation and Preparation) A video production showcasing the school and a sample of current

student activities.

Phase 2: National project

Phase 3: Weather calendar project Multi-national group project: Each group consisting of students from

different countries produced a calendar of the assigned month by using Popplet (http://popplet.com/).

(For more details, see http://unescokisp.wikispaces.com )

Implementation of the ISP

http://unescokisp.wikispaces.com/


Impact on student learninga) Digital literacy: 21st Century Skills (Trilling & Fadel, 2009) • Ways of thinking (e.g., critical thinking, problem solving, and

creativity), • Ways of working (e.g., communication and collaboration) and

tools for working (e.g., ICTs), and • Skills for living in the world (e.g., cross-cultural interaction and

self-directed learning) b) Intercultural competency

“The ability to step beyond one’s own culture and function with other individuals from linguistically and culturally diverse backgrounds” (Sinicrope, Norris, & Watanabe, 2007, p.1).

Conceptual Framework (1/2)


Conceptual Framework (2/2) Impact on teacher competence

a) Technological, Pedagogical, and Content Knowledge (TPACK)

It presents the complex, multifaceted and situated knowledge required by teachers when integrating technology into their classroom practice (Mishra & Koehler, 2006).

b) Professional Learning Communities (PLC)

It is characterized by "shared beliefs, values, and vision; shared and supportive leadership; supportive structural conditions; supportive relational conditions; collective learning; and peer sharing" (Bausmith & Barry, 2011, p.175).


Research Questions

1) What are the benefits of the international PBL-Telecollaboration for students and teachers?

2) What are the main challenges of the international PBL-Telecollaboration for teachers and students?

3) What are implications for designing and implementing an international PBL-telecollaboration project?


Methods: Participants Recruitment of participation

Thirteen elementary schools from six different countries (i.e., Canada, China, Republic of Korea, the Philippines, Malaysia and Bangladesh) participated in the ISP.

Initial qualifications of participating teachers: one is active, motivated in using ICT, confident in communicating in English, and willing to participate in the project.

Since only five schools from Canada, China, and the Philippines submitted their pre- and post-survey responses, the results will be discussed mostly based on the data from Canada, China, and the Philippines.


Methods: Data Sources (1/2)

1) Student Pre & Post-surveys: Students' background information and intercultural understanding Level of English; Experience in international communication &

collaboration; ICT access, usage, and skills

Conceptual change in intercultural understanding: Students' perceptions of other countries through their descriptions and drawings

1. Describe what you think of each of the ISP participating countries.• What do you know about:• What would you like to know about:

2. Draw an image that represents to you each of the ISP participating countries.


Methods: Data Sources (2/2)2) Teacher Pre & Post-surveys: Teachers’ background information

and their experiences, understanding, and knowledge Years of teaching experience and level of English; Experience in

international communication & collaboration; ICT access and usage; Familiarity with / Competence in project-based learning (PBL)

Teachers' approaches to teaching and learning: Technological, Pedagogical, and Content Knowledge (TPACK)

Expected learning outcomes for teachers and students from the ISP project

3) Project reports by TEI coordinators


Results: Benefits for Students (1/2)

Digital literacy

a) Essential learning skills (e.g., observation skill, question skill and science skill in the learning process; self-directed learning; ICT literacy; critical thinking and inquiry-based learning; 21st Century skills),

b) Skills for communication and collaboration (e.g., learn how to communicate with others online; proficient in the use of technology and how to work in a group; how to use cooperation to solve the heavy and difficult problem; cooperative learning; communication), and

c) Value of cultural diversity (e.g., appreciation of cultural diversity; (inter)cultural awareness).


Results: Benefits for Students (2/2) Intercultural understanding

Student's descriptions on what they know about other countries were analyzed by adapting the “cultural literacy rubric” (Metiri Group, n.d.).

The results revealed that students were still at the basic level of intercultural understanding. Statements of their knowledge were of basic concepts (e.g., political events, world trends, flags), basic knowledge about history, and mostly focused on mainstream cultures, such as food, clothing, sports and dances.

To view the students' conceptual change of the other countries, their descriptions were presented visually by using a word cloud application (http://www.wordle.net).

http://www.wordle.net/


Canadian students' conceptions of China in the Pre-survey


Canadian students' conceptions of China in the Post-survey


Filipino students' conceptions of Canada in the Pre-survey


Filipino students' conceptions of Canada in the Post-survey


Drawings by a Canadian student in Pre- and Post- Surveys


Drawings by a Chinese student in Pre- and Post- Surveys


Drawings by a Filipino student in Pre- and Post- Surveys


Results: Benefits for Teachers Technological, pedagogical and content knowledge (TPACK)

Fifteen teachers self-rated their approaches to teaching and learning in relation to TPACK.

The teachers indicated what they had learned in terms of pedagogical knowledge (e.g., How to guide students to collect materials in different ways; How to guide students to get along with each other during group work; Students' self-monitoring of their own learning is very important) and technological knowledge (e.g., How to use ICTs, such as Blog, E-mail, Moodle, Forum, and Skype).

Learning in a professional learning community (PLC) There was a lack of interaction between the ISP participating teachers

to share their beliefs, knowledge, experiences, and practice-related issues as a professional learning community.


The ISP provided the teachers and students a meaningful opportunity:

a) To communicate and collaborate with others from different countries at different levels;

b) To learn from others with different background, knowledge, and skills;

c) To use various ICT tools for communication and collaboration as well as presentation and media production; and

d) To increase awareness and appreciation of different countries and cultures.

Results: Benefits of the ISP


Results: Challenges for Students Challenges for students to participate in telecollaboration

activitiesa) Limited time for working on the EC

• Limited time for students to spend online as there are restrictions from parents who think that internet may have bad effects on students achievement.

b) Students' limited English proficiency• Students cannot use the English learning platform-EC without the help of teachers

or coordinators.

c) Technical problems and lack of skills in using ICTs• The IT equipments available was not good enough, for example, just opening up

one website may cost several minutes.

d) Disconnected interaction • The teacher and the students discouraged by the small number of replies to their

postings on the EC groups.


The ISP participating teachers indicated challenges:a) Different school calendars (i.e., semesters, vacation and holidays)

across countries and schools make it difficult for participants to plan a timeframe of project activities.

b) Lack of proficiency in English could inhibit the teachers from interacting actively with other teachers.

c) Technical problems in relation to technological infrastructure (e.g., Internet access, availability of computers and/or laptop, and IT equipments) and ICTs used for implementing specific project activities related to their TK.

d) Lack of knowledge and skills (e.g., TPACK) in implementing an innovative approach to teaching and learning in the classroom.

Results: Challenges for Teachers


Conclusions The international telecollaboration project allowed the

participating students and teachers to gain benefits: Learn some aspects of curriculum from other countries. Learn to work with others from different countries and cultures at

different levels Learn to use ICTs Develop cross-cultural communication skills Appreciate one’s own culture and increase intercultural understanding

Recommendations Clarify participation structures at the project design and planning

stage based on mutual agreements (e.g., curriculum priorities, access to ICT, English language proficiency, school calendar, and so on).

Build sustained and close relationships among participants.


Thank You !! Contacts:

Dr. Gyeong Mi Heo ([email protected]) Dr. Alain Breuleux ([email protected]) Rhea Febro ([email protected]) Amelia Buan ([email protected]) Dr. Jonghwi Park ([email protected])

Acknowledgement: The International School Project (ISP) was supported by the “Korean

Funds-in-Trust (KFIT)” provided by the government of the Republic of Korea to the UNESCO Asia Pacific Regional Bureau for Education.