Transcript Third Culture Kids - Amanda Rockinson

Define Third Culture Kids (TCKS)
Understand the TCK Culture.
Develop knowledge about various
teaching methods.
Create a
symbol to
represent
you.
Your
Vocation.
Your
objective
Where are you
from?
What is your
home country?
What cultural
beliefs and
values were
important to you
as a child?
“I am part of all that I have met,” says
Tennyson. “You live that line a lot if
you’re exposed to different cultures.
You become part of all of them. Now, I’m
very much Lebanese and part Turk. I
think of myself as North American. And
I find it almost easier to be an American
than a Canadian.”

A n individual

Who has spent a
significant part

Of his or her
developmental years

Outside parents’ culture

Develops a sense of
relationship to all of the
cultures while not having
full ownership in any.
Pollack, D. & Van Reken, R. (2001). Third culture kids: The experience of growing
up among worlds.Maine:Nicholas Brealey Publishing
Increased mobility =
Increased number of
TCKs:
300,000 U.S. kids are
living overseas
Five categories:
Missionary (17%)
Business (16%)
Government (23%)
Military (30%)
"Other" (14%)
› What makes Lisa a
TCK?
› What are the benefits and
challenges in Lisa’s life?
› If Lisa and her family had
come to you for counseling
when Lisa was eight, what
would you do? When she
is 20?
Adapted from: Pollack, D. & Van Reken, R. (2001). Third culture kids: The experience of growing up among
worlds.Maine:Nicholas Brealey Publishing
Developmental
Issues
Delayed
adolescence
Personal
Characteristics
Perceived
Arrogance
Practical Skills
Social Skills
Relational
Patterns
Losses
Other
Challenges
Unresolved
Grief
Adapted from: Pollack, D. & Van Reken, R. (2001). Third culture
kids: The experience of growing up among worlds. Maine:Nicholas
Brealey Publishing
Cottrell, A.(2002) . Educational and Occupational Choices of
American Adult Third Culture Kids. In Morton Ender Military Brats
and Other Global Nomads.
Cottrell A.B., &Useem, R.H. (1993). TCKs Experience Prolonged
Adolescence. International Schools Services, 8(1).
Cottrell A.B., &Useem, R.H. (1993). ATCKs have problems
relating to their own ethnic groups. International Schools Services,
8(2).
Jordan, K. (2002). Identity Formation and the Adult Third Culture
Kid . In Morton Ender, “Military Brats and Other Global Nomads.
Developmental
Issues
Maturity
Personal
Characteristics
World View
Practical Skills
Adaptive
Skills
Relational
Patterns
Committed
Communication
Cultural
Confirmation
Continuity
Closure
Collaboration
Adapted from: McCluskey, K.C. (1994). Notes form a traveling childhood: Readings for internationally
mobile parents and families. Washington: D.C.: Foreign Service Youth Foundation
.
Case Study (i.e. “Lisa”)
 Recorded Interview (i.e. “Steve)
 Web 2.0 Technology

› Podcast or Vodcast
› Guest Interview on DB or Synchronous
Conferencing System
› Virtual Field Trip (TCK Blog or YouTube)
› Wikki or File Exchange for Intervention Exchange
› http://www.lucindawest.com/htdocs/Spectrum_f
all07.pdf
“The trick with higher learning at this point
is catching up with students that are already
so tech-savvy it’s been part of their life always.
These are very savvy people
and they want to learn the way they think.”1
Overview:
•Define Community, Collaboration and Interactivity
•Define Web 2.0 Technologies,
•Discuss Web 2.0 Technologies currently available
•Usages, Benefits and Links
1
Emphasis added. Jennifer Reeves was the executive producer KOMU-TV News
Fostering Interactivity with Web 2.0 Technologies
http://www.youtube.com/watch?v=6gmP4nk0EOE
Web 2.0 Technologies
Where Web 1.0 technologies use push-pull
methods of resourcing, Web 2.0
technologies utilize “collective
intelligence.” Web 2.0 uses the Web as a
“platform” and includes services offered
rather than packaged software, individual
and collaborative contribution and
participation, transformation of data, the
usage of multiple connected components,
and cost effective collaboration (O’Reilly,
2005).
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
http://blog.getoutsmart.com/page/2/
Weblogs and Wikkis
Definitions
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A weblog (Web-log shortened to “Blog”) is "a website that contains an online
personal journal with reflections, comments, and often hyperlinks provided by the
writer” (The Merriam-Webster Collegiate Dictionary, 2004).
A weblog is a "frequently modified web pages in which dated entries are listed in
reverse chronological sequence" (Herring, Scheidt, Bonus, & Wright, 2004, p. 1).
A weblog is a “web-based, multimedia publishing system, that is low-cost (often
free), very easy to use, customizable in terms of look and feel, content, target
audience and hyperlinked to other content spread across the internet” (Cameron &
Anderson, 2006, p. 2).
Weblogs are personal pages, whereas wikis are communally created.
A Wiki is a web site in which any individual can add and edit information without
needing special administrative access rights.
Weblogs and Wikkis
Links



The Educational Bloggers Network (http://www.ebn.weblogger.com)
Edublogs (http://www.edublogs.org) Weblog-Ed (http://www.weblogg-ed.com )
Blogger (http://www.blogger.com)
Usage

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


Weekly discussion on a specific area of study
Personal reflections and journals
Learning and research portfolios
Post class announcements, handouts, and reminders to learners about assignments
Peer coaching and peer review
Small group cooperative learning
Incorporating links and references can extend learning beyond the discussion topic
Upload videos, podcasts, and vodcasts for public or small group viewing
Weblogs and Wikkis
Benefits
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Access – anytime, anywhere (Turnbull, 2002)
Promote collaboration, knowledge building, and reflection(Sorensen, 2004).
Decrease learners’ perceptions of isolation (Dickey, 2004)
Foster a sense of connection and linking (Rourke & Anderson, 2002).
Peer relationships are established on blogs in the online environment and mimic the peer interaction that
occurs in the traditional classroom.
Increases learner self-confidence, writing ability, sense of involvement, sense of interdependence, and
development of social and teamwork skills (Wang & Fang, 2005).
Promote learner autonomy and a means of representing and expressing the self and forming identity
(Cameron & Anderson, 2006)
Encourages ownership and responsibility for learning; learners may be more thoughtful abut the content
that they write due to their awareness of the large internet audience (Godwin-Jones, 2003).
Collaborative Synchronous Conferencing Software
Definitions




Referred to as Group Support Systems or
Electronic Meeting Systems
Provides tools to assist with synchronous
collaboration.
Collaborative software enables users in remote
geographical locations to share ideas and work
together using real-time chats, threaded
discussion boards, shared whiteboards, file
transfers, live video images, and audio chats
(Taran, 2004; Rupley, 2004).
Enabling multiple users to connect on the
screen at the same time, online conferencing
has provided a convenient option for
communication and connection (Page et. al.,
2003).
“Chats with Stats”
Click on the video below for a
brief sample of how much fun
conferencing software can be
when collaborating on
homework assignments.
(Using Skype and Skype Recorder)
Collaborative Synchronous Conferencing Software
Links
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


Skype www.skype.com
Google Talk www.google.com/talk/
Horizon Wimba www.wimba.com/
Elluminate http://www.elluminate.com/
Additionally, Elluminate offers a free three-seat
vRoom edition. You can register for the free threeseat Elluminate vRoom at
http://www.elluminate.com/vroom/
Usage

Interactive lectures and presentations
Collaborative projects
Presentation of real-life problems for group
problem-solving
Small group discussions
Live Supervision

Practice skills sessions

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Benefits
•Enables active participation (Marjanovic, 1999).
•Provides collaborative learning environment
(Marjanovic, 1999).
•Allows for the exchange ideas (Page, et al., 2003)
•Builds a scholarly online community (Page, et al.,
2003)
•Encourages knowledge construction, deeper
understanding of concepts, and increased skill
development (Marjanovic, 1999).
•Increases the ability to feel connected to group
members
•Enables participant to hear vocal tones and view
nonverbal cues.
•Contains password protection, user authentication,
and data encryption, conferencing software can
provide robust security and administrative control
(Taran, 2004).
Course Management Systems/Learning
Management Systems
Links
opensource CMS http://www.opensourcecms.com
Moodle http://moodle.org
Sakai http://sakaiproject.org.
Seul/Edu Educational Application Index http://richtech.ca/seul/
MIT OpenCourseWare http://ocw.mit.edu
Usage
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Deliver material (the course syllabi, notes, PowerPoints
slide shows, pod casts, learning units, flash activities, and
assignments)
Threaded text-based and pod-based discussions
Assignment submission
Quiz, test, and survey
Gradebook
Keep a roster
Track participation
Definitions
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
Blackboard, WebCT, eCollege, Angel, Prometheus,
Moodle, and Sakai
Course management systems (CMS), also known as
learner management systems (LMS), are computer
software programs developed for the delivery of
online training and course content.
A CMS is Internet-based software used by academic
institutions and organizations for the organization,
management, distribution of course materials, and
communication with students.
Benefits
 Management
 Organization
 Anytime, Anyplace Access
 Familiar Territory for many
Webquests
Definitions
WebQuests, designed by Bernie Dodges and Tom March, are web-based, inquiry-oriented
lesson design that engage students in completing a doable task (Starr, 2005).
 WebQuest is “an inquiry-oriented activity in which some or all of the information that
learners interact with comes from resources on the internet” (Dodges, 1997, p.1).
 WebQuests are based on a template with five components: (a) an introduction for
introducing a scenario, (b) a task to assign the task that the learner is to complete, (c) a
resource to list needed or suggested resources, (d) an evaluation to provide the learner with
the evaluation criteria, and (e) a conclusion for learners to provide a reflection on the
activity (Dodge, 1997).

Webquests
Benefits
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

Encourage active learning (Burchum et al.,
2007).
Emphasize time on task (Burchum et al., 2007).
Develop cooperation among students (Burchum
et al., 2007).
Communicate high expectations (Burchum et
al.).
Requires the utilization of higher level
thinking skills (Starr, 2005).
Create collaborative learning environments
(when written effectively; Dodge, 2001).
Positively influence academic success and
quality of relationship (Fielder, 2002).
Links




http://webquest.sdsu.edu/LessonTemplate.html
http://webquest.sdsu.edu/designpatterns/all.htm,
http://www.spa3.k12.sc.us/WebQuests.html
http://webquest.org/index.php,
http://www.instantprojects.org/webquest/technology.php?start=21,
http://webquest.sdsu.edu/webquest_collections.htm
Usages

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
Provide a framework for constructing online lessons and
modules; especially useful to faculty new to teaching in
the online environment (Burchum et al., 2007).
Research ethical issues (i.e. confidentiality, dual
relationships).
Research multicultural competence in counseling.
Role play or become an expert in a specified area or
population.
Podcasts and Vodcasts
Definitions



“The process of capturing an audio event, song,
speech, or mix of sounds and then posting that digital
sound object to a Web site or a blog” (Meng, 2005, p.
1).
The name “podcast” started as a combination of
Apple’s “iPod” and “broadcasting,” although one
need not own an iPod; any MP3 player or computer
will do.
Vodcasting (“Video-On-Demand”) is in essence the
same as podcasting, only with the addition of video
in the digital object. “Syndication feeds” (eg. RSS)
allow podcasts and vodcasts to be automatically
downloaded and then played back on portable devises
and/or computers.
This 2 minute podcast is
an interview of a 16 year
old TCK, who spent 3+
years living overseas.
Podcasts can be used to
bring multiple cultures
into the classroom.
(Recorded in Quicktime.)
Podcasts and Vodcasts
Usages:

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
Benefits:
Imagine you post a mini-lecture or excerpt from the class  Portability
discussion after an evening class, and your ESL student
 Relatively easy to produce
downloads it to his MP3 player the next morning. He then
 Audio podcasts are downloaded by students
listens to the lecture while he is getting dressed, driving to
more frequently than Powerpoint with audio or
work, or exercising on the treadmill, practicing his English
video with audio (University of Michigan,
and reviewing notes.
2005).
Reinforces important lecture points, and is helpful for the
auditory learner.
The visually impaired or dyslexic student who cannot take Links
 http://www.adelaide.edu.au/clpd/online/learnin
class notes.
gmodules/podlearning/player.html
Other possible usages of podcasts and vodcasts include
 Podagogy. http://www.podagogy.com;
syllabus reviews, recording textbooks in whole chapters,
Education Podcast Network.
sharing study sessions for comps, communicating course
http://www.epnweb.org
announcements, recording interviews of guest speakers or
pioneers in the field, expanding traditional assignments
 Introduction to Podcasting
(students include voice recordings and sound effects or
http://digitalmedia.oreilly.com/pub/a/oreilly/dig
submit a recorded presentation), delivering course content,
italmedia/2005/07/20/WhatIsPodcasting.html
presenting case studies in dramatic form, quiz reviews, etc.
Podcasts and Vodcasts
Podcasting/Vodcasting Software & Services

The following services are used for videoconferencing between computers (video/audio),
computers and regular telephones (audio only), and for recording conversations to be
converted into a podcast form for online delivery.

Skype. http://www.skype.com.

Gabcast. http://www.gabcast.com.

Audacity. http://audacity.sourceforge.net/.

Switchpod is a podcast hosting service which offers “unmetered bandwidth, the fastest
speeds, the most detailed statistics and the best promotional opportunities. When you create
an account at Switchpod, you get your own folder hosted on our servers to manage your
podcasts - http://www.switchpod.com

Universities are negotiating contracts with iTunes to provide podcasting services for their
faculty and students www.apple.com/itunesu.
Simulations and Virtual Worlds
Definitions



“Teaching and learning methods in which participants are directly
involved in making decisions and learning from the outcomes of these.
Their active, student centred nature means that they are memorable and
highly motivating. They enable the exploration of the complex nature of
the real world and interdisciplinary, interacting subjects as well as the
more basic need of understanding, doing and skills practice” (Society for
the Advancement of Games and Simulations in Education and Training,
SAGSET, 2002).
Distinct from video games in that they “replicate real-life situations”
(Conrad & Donaldson, 2004, p. 93).
The goal is “instruction through active involvement” (p. 94) utilizing
role-playing, providing perspective that is not possible within the current
learning environment.
Simulations and Virtual Worlds
Usages
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
Second Life - Universities are utilizing one of the fastest growing three-dimentional virtual
worlds where users are known as “residents” vs. players. With the use of a customized avatar
residents make purchases with the use of “Linden Dollars.” They can buy land (server
space), own homes, develop property, conduct business, participate in social activities, take
classes, dissect a frog, practice architecture, and attend counseling sessions to name a few
(Hof, 2006). Entire university campuses (i.e Ohio State University, Duke and others) are
recreated in the virtual world of Second Life.
Interact with various cultures in their environment
Experience DSM IV-TR diagnoses (Peter Yellowlees’ Virtual Psychiatric Ward, based on
Sacramento County Mental Health Treatment Center and schizophrenic patients)
Practice counseling skills
Develop scenarios where students can analyze and make decisions in real-time format
(Joekel & McNultr, 2003).
Simulations and Virtual Worlds
Benefits
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


Simulations have been used for training in a variety of settings with success.
Cheaper for multicultural experiences
Allows you to perform “what if” scenarios without the risk of harming clients
Simulations teach persistence, creativity, appropriate help seeking, and cooperative teamwork
(Cairns, 1995).
Use of innovative technology.
Links and Resources
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www.simteach.com/slccedu07proceedings.pdf - conference proceeding paper, Second Life
Education Workshop 2007, part of the Second Life Community Convention, Chicago.
www.secondlifeinsider.com
Ohio State University Second Life campus tour – www.utube.com/watch?v=aFunFrie8wA
www.secondlife.com
Aldrich, C. Simulations and the Future of Learning: An Innovative (and perhaps revolutionary)
approach to e-Learning. San Francisco: Pfeiffer, 2003.
Additional Technology (Web 1.0)

TechSmith SnagIt - http://www.techsmith.com/snagit.asp
› A screen capture program. Select anything (an image, an article, a Web page, and more) on your
commuter screen and capture it. Use for media rich presentations.

Camtasia Studio - http://www.techsmith.com/camtasia.asp
› A screen recorder program combined with a video editor. Create training, demonstrations, presentations,
etc.. you are only limited by your imagination. Connect with your students by including screen
recordings, audio, voice narration, PowerPoint, Picture-in-Picture and webcam video. Edit and enhance
your video with callouts, titles, credits, zooming, panning, quizzes and additional audio tracks.

Adobe Captivate - http://www.adobe.com/products/captivate/
› Automatically records onscreen actions. Easily add mouse movements text captions to create an
interactive demonstration . Adobe® Captivate™ 2 software enables the creation of interactive quizzes,
presentations, and tutorials.

PowerPoint
› A tutorial on getting more out of your PowerPoint presentations: http://www.actden.com/pp/
› PowerPoint narration: http://www.its2.uidaho.edu/cti/tutorials/audio/powerpoint_narration.htm
› Additional programs that can be used to enrich and enhance your PowerPoint:
http://www.articulate.com/products/presenter.php, http://www.spresent.com,
http://www.impatica.com/evaluation/ , http://www.adobe.com/products/ovation/
1.
2.
3.
RAFT
M&M activity- great ice breaker!
Symbolic Object- Ask each member of the group
to bring an object symbolic/ important to them. Have each
member share about the object.
Making Headlines -Global Identity
5. Who Am I Collage- Personal Identity
6. Shopping List Values – Value clarification:
4.
rank a
list of values and describe ranking of values.
Parker, E. & Teece, K. (2001). Here today there tomorrow. Washington: Foreign Service Youth Foundation
Publication
1.
Who Are We Bingo- bingo cards that identify
2.
The Cost Benefit Columns- make three
3.
I Pledge Allegiance – What do I stand for?
A Collage of American Values
Roots
Family Interventions
4.
5.
6.
characteristics/values of group(i.e. speaks three languages;
has experienced grief at leaving behind a friend)
columns: advantages, disadvantages, and characteristics
of people living overseas
Bell, L. (1997). Hidden immigrants: Legacies of growing up abroad. Notre Dame,
Indiana: Crosscultural Publications.
Bridges, W. (1980). Transitions: Making sense of life's changes. Addison-Wesley Publishing Company.
Cockburn, L. (2002). Children and young people living in changing worlds: the process
of assessing and understanding the “third culture kid”. School Psychology
International, 23(4), 475-485. Retrieved February 16, 2007, from
http://spi.sagepub.com/cgi/content/abstract/23/4/475
Drake, M. (2004). Resilient dependency: Military family support program as a work/family conflict strategy. Paper presented at the annual
meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online
Retrieved February 19,2007 from
http://www.allacademic.com/meta/p108459_index.html
Eidse, F. & Sichel, N. (2004). Unrooted childhoods: Memoirs of growing up global. London: Nicholas Brealey Publishing.
Ender, Morton. (2002). Military brats and other global nomads: Growing up in organization families. Westpoint, CT: Praeger.
Fail, H., Thompson, J., & Walker, G. (2004). Belonging, identity and third culture kids:
Life histories of former international school students. Journal of Research in
International Education, 3(3), 319-338. Retrieved February 16, 2007, from
http://ft.csa.com.eres.regent.edu:2048/ids70/resolver.php?sessid=5kqtsg4uvruu8c
fhj7ip27nf20&server=wwwmd1.csa.com&check=07fe37221fc520aaf54b41520b2f
6e61&db=sageduc-set-c&an=10.1177%2F1475240904047358&mode=pdf&f1=
1475-2409%2C3%2C3%2C319%2C2004
Parker, E. & Teece, K. (2001). Here today there tomorrow. Washington: Foreign Service Youth Foundation Publication.
Pollack, D. & Van Reken, R. (2001). Third culture kids: The experience of growing up among worlds. Maine:Nicholas Brealey Publishing.
Smith, C. (1996). Strangers at home. Bayside, NY: Aletheia Publications.
Wertsch, M., (1991). Military brats: Legacies of childhood inside the fortress. Bayside, NY: Aletheia Publications.
White, F.J. (1983). Some relections on separation phenomenon idiosyncractic to the
experience of missionaries and their children.
Journal of Psychology and Theology, 11 (3), 181-188.
Feel free to email [email protected] or [email protected] for a list of Web 2.0 references.