INFORMATION EXCHANGE FOR
DEVELOPING INTERCULTURAL AWARENESS AND ABILITIES IN WRITING
N.V., Pavlenko A.A.
міжнародна співпраця між студентами двох коледжів, розташованих в двох
країнах: Дніпропетровську, Україна та Сенд
Бірмінгхемі, Велика Британія, в вивченні англійської
мови, що базується на інформаційних технологіях і ініціюється Британською Радою.
За допомогою електронного обміну інформацією студенти виконували різні письмові
завдання. Використання викладачами IT технологій для навчання
англійської мови дозволяє удосконалити мовні навички студентів, розуміння
своєї культури і культури їх кореспондентів.
слова: IT технології, співпраця, мова, комунікація,
article is based on an international information technology-based collaborative
project, initiated by the British Council, between primary level students from
two colleges located in two countries: Dnipropetrovsk, Ukraine and Sand
Birmingham, UK. Through the electronic exchange of information, the students
explored different writing tasks for various purposes and types of audience.
The pupils' confidence, awareness and understanding of their own and their
correspondents' cultures were enhanced in this intercultural and
cross-curricular project. The computer technologies today made the
communications revolution are affecting the way English Language teachers use
information technology to develop students' language skills.
Key words: IT
technologies, collaboration, language, communication, studying
This paper focuses on the
exploring how teachers and students in two countries collaborate on an
international IT base. When it comes to communication, we need to acknowledge
that pictorial elements are gaining prominence again (a tip of the hat to our
hieroglyphic communicating ancestors). People communicate using text in many
different ways - tweets, IMs, etc., and there will be new, imaginative ways to
use pictures as the unit of communication. Services like SnapChat and Vine are
only the beginning.
The progress from a purely
phatic -social level of communication into one seeking out specific, detailed
and precise information in the electronic interaction clearly benefits the
pupils not only in terms of their general knowledge but also their cognitive
development. It is very important that learning is self-directed by the pupils
themselves rather than set by the teachers in charge within the confines of a
fixed schema of topics.
The students from Ukraine, the
country where English is not the nature language, felt comfortable knowing that
they were communicating with a person on an individual basis rather than
talking about themselves in general in a class. They also felt free without
presence of the tutor. This preference for communication of their personal
interests on an individual basis was also shared by the British students.
Ukrainian pupils showed a
preoccupation with form, being meticulous and concerned with the spelling,
grammar and syntax of their messages. On this point they needed the support of their
teachers: to check messages for spelling, punctuation and grammatical errors
before messages were sent out.
The two-year study duration showed
that an international IT-based collaborative project between students from
different countries yielded a number of positive results. Students proved to be
more motivated and displayed a positive attitude towards writing. During the
analyzing of the electronic messages it was also showed a maturity in pupils'
cognitive development over time in the posed tasks. The project also enhanced
pupils' thinking skills as they responded to specific messages directed to
them, they also did the own conclusions of the project. First of all they
learnt to work collaboratively and, in so doing, improved their communication
They were also given the
opportunities to transfer what they learnt from one environment like receiving information
from email messages with the crew to new settings, such as presenting the
information on the website. As a result, pupils were actively engaged into a
project through the dynamic and interactive mode of communication. The project
further allowed them to actively participate in an experiential or 'living'
While the teachers from two
countries played a critical role in laying the foundation and in establishing
contact first with each other and later with their respective pupils, it was
observed that the extent and degree of influence of the teachers remained on
the level of technical facilitator and general 'watch-dog' over the
technicalities of writing. The teachers' input was visibly seen in helping the
pupils to present the information collated in the most attractive and
appropriate manner in the design of the respective website only on the final
The first project called
planning other ones on the base of IT technologies. Thus summering the results,
we see that:
Teachers themselves first need
to know well the people involved in the project, namely their fellow colleagues
as collaborators in the project and the differing backgrounds of their schools
and pupil profiles. This initial stage of getting to know each other through personal
sharing of their individual selves and their work lays the foundation necessary
for the building up of ties for their respective students in the two schools.
Both, teachers and pupils, needed
to understand the underlying overall purpose of the project and also how it
would help them in the specific areas.
A clear step-by-step process of
implementation as outlined in the specific stages determined the clear procedure
at each stage. This framework guides to show how much time and effort are
required on every step such as the extent of involvement of teachers and the
technical support staff which are different at each stage of the project.
There is no doubt that the
challenge provided by the availability of modern information technology
provides not only students but also teachers exciting possibilities for
innovative classroom challenges in the teaching and learning of EL. For the
teachers it was an experience in progressing from an initial exchange among
themselves and their colleagues to the moment when their students appeared to
take over the project in a direction of their own. For students it was a great move
away from set tasks associated with conventional classroom-based instruction to
the work which figured out their own interests, experiences and responses. This
autonomy and self-directed management of their learning process helped them to
"construct" bridge ties and cross national boundaries. The role and
responsibility of the EL classroom practitioners was observed to shift from
being the traditional 'stage on the stage' to what is today called the 'guide
by the side'.
Н.В. Нечухаева, А.А. Павленко Study of the Computer Science
Course by Synchronous Collaboration in Distance Education. Материали I Всеукраїнської
конференції “ОСВІТА І НАУКА В УКРАЇНІ”, ч.I, Дніпропетроськ, НМетАУ, 21-22
червня 2013, c.77-78
The role of teacher, student and ICT in enhancing student
engagement in multiuser virtual environments. Natasha Anne Rappa, Daniel Kok
Hoong Yip, Shi Chen Baey .Journal: British Journal of Educational Technology -
BRIT J EDUC TECHNOL , vol. 40, no. 1, pp. 61-69, 2009
Ho, C.M.L. (1997). The Internet and English Language
teaching. Review of educational research and advances for classroom teachers,
June (1): 22-28.
Ong, K. A. Website of collaborative projects: Operation