EHS-Santa Rosa Complete Virtual Handshakes and Hugs

So, how did the first SKYPES go?

I was completely unsure while planning for the first Skype session between our classes. For one, I do not speak any Spanish. And two, I didn’t really know ‘what to do’. I have so many icebreaker and group forming activities saved up, but these were all meant for one-on-one interactions and meeting in person, not to mention all members speaking the same language. So my plan was simple. Turn on the Skype account. Cross my fingers that I can figure out how to ‘Skype-in’ without looking like a technology-bewildered person. And hope they speak English.
That morning I realized the students in Peru would only have one webcam and could therefore only be on one computer at a time. So my initial plan to have one student paired with one other student wasn’t going to work. I was going to have to engage 13 students around one computer at the same time. Luckily, I was attempting this with a very mature class.
When I finally got to the classroom and turned everything on, it worked! I introduced myself to Kennedy, and she signaled the Cusco girls to file by and say hello to our students. Instantly, my whole class was up around my computer, saying hello and interacting with the students. Without even asking, one of our young women took over the Skype chat, typing in Spanish phrases to communicate with the girls. It was perfect. For those who grew bored of crowding around one computer screen, we were also on our class Ning at the same time. On the main page of the Ning, we have a little chat area set up. So the class figured out how to chat with each other and the entire Cusco class at the same time. It was a bit circuitous but it was interesting and they were engaged the whole time. I also heard them pick up on some of the different cultural idioms right away- for example, they pointed out that the girls used “TMBN” to mean “tambien” just like we would use “lol” to mean “laughing out loud.”
Another funny moment was trying to explain to them that it was Homecoming week and everyone was dressed in ‘spirit dress’. We lacked the vocabulary and translation ability to explain that US high schools usually have some sort of Homecoming week events to get ready for the ‘big game on Friday night’. Even better, our main typist tried to explain this was a ‘week of spirit’- and one of our students was dressed as a ghost for the Ghostbusters theme day! They were so confused, we were all laughing… it was fun and memorable.
I felt great after the first Skpe experience. I also felt like I hardly had to do anything! The students practically taught themselves… and no worry about icebreakers. I think the technology was the icebreaker, as they could independently interact with the webpage and to each other at the same time.

My second Skype experience was quite different. Though it was with another class, so they were meeting for the first time, the focus was no longer introductory. At that point, each student had completed his or her ecological footprint analysis- a calculation of how many planets would be needed if everyone lived like the person filling out the calculation. Our numbers ranged from 4-8, and we posted this information on the Ning to share. When we met them the second time through Skype, they asked us what our numbers were. We told them around 6… and they replied their averages were around 0.4 and 0.41!! I couldn’t believe it. This instantly led to a rich discussion about the differences between our cultures. Why was their number so much lower? Where did they get their electricity? Do we recycle? EACH ONE OF US OWNS OUR OWN CAR?!?! (obviously a major cultural difference). We have talked about this particular interaction several times during class and I believe this information could have been learned two ways. First, I could have stood in front of the class and presented it through notes. “Did you know the ecological footprint of Peru high schoolers is only 0.4?”… Bueller? Bueller? Bueller? Or the second (which is what actually happened)- they shared this information with each other and had an emotional reaction to it, making the learning much more meaningful and long-term.

So far I think each interaction was ‘success’ and ‘success’. It was also fun and the students talk often about our Peru friends. I think the class interactions are going so well but this has created additional work for me as a teacher. I just have to be more prepared, well ahead of time, for the days we will Skype and not only have our activities put together, but also completed and shared/translated to Soledad (my partner teacher). So I would say this has been the biggest challenge so far, and the fact I have no Spanish abilities. It’s hard when I get an email from Soledad and I cannot translate it at my school (due to blocked sites) and then I have to try to remember to translate it when I get home, and then write back, etc etc. In the end though I do think I’m already getting more out of this than I initially thought I would. I’m interested to see how our group progresses together and what we learn with our next topics.