Title: The%20Forgotten%20Minority:%20Third%20Culture%20Kids
1The Forgotten Minority Third Culture Kids
- Lucinda West
- Regent University
Amanda J. Rockinson-Szapkiw Old Dominion
University VCA Convention November 2007
2Objectives
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5Define Third Culture Kids
I am part of all that I have met, says
Tennyson. You live that line a lot if youre
exposed to different cultures. You become part of
all of them. Now, Im 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.
6Define Third Culture Kids
- 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.MaineNicholas Brealey Publishing
7Understand the TCK Culture
- 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)
8Understand The TCK Culture The Case of Lisa
- What makes Lisa a TCK?
- What are the benefits and challenges in Lisas
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.MaineNicholas Brealey Publishing
9Understand The TCK Culture The Challenges of
Being a TCK
Adapted from Pollack, D. Van Reken, R. (2001).
Third culture kids The experience of growing up
among worlds. MaineNicholas 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.
10Understand The TCK Culture The Benefits of Being
a TCK
11The Five Cs that Every TCK Needs to be
Successful
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.
12Teaching Methods Introducing TCKS in the
Multicultural Classroom
- 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_fall07.
pdf
13The trick with higher learning at this point
is catching up with students that are already
so tech-savvy its 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 and assistant
professor, journalism at the time of this
podcasting conference.
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15Fostering Interactivity with Web 2.0 Technologies
http//www.youtube.com/watch?v6gmP4nk0EOE
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 (OReilly, 2005).
http//blog.getoutsmart.com/page/2/
16Weblogs and Wikkis
- Definitions
- 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.
17Weblogs 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
- 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
18Weblogs and Wikkis
- Benefits
- 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).
19Collaborative 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)
20Collaborative Synchronous Conferencing Software
- Links
- 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
three-seat Elluminate vRoom at http//www.ellumina
te.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
- 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).
21Course 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
- 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
- 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
22Webquests
- 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).
23Webquests
- Benefits
- 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.instantp
rojects.org/webquest/technology.php?start21,
http//webquest.sdsu.edu/webquest_collections.htm - Usages
- 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.
24Podcasts 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
Apples 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.)
25Podcasts and Vodcasts
- Usages
- Imagine you post a mini-lecture or excerpt from
the class discussion after an evening class, and
your ESL student downloads it to his MP3 player
the next morning. He then listens to the lecture
while he is getting dressed, driving to work, or
exercising on the treadmill, practicing his
English and reviewing notes. - Reinforces important lecture points, and is
helpful for the auditory learner. - The visually impaired or dyslexic student who
cannot take class notes. - Other possible usages of podcasts and vodcasts
include syllabus reviews, recording textbooks in
whole chapters, sharing study sessions for comps,
communicating course announcements, recording
interviews of guest speakers or pioneers in the
field, expanding traditional assignments
(students include voice recordings and sound
effects or submit a recorded presentation),
delivering course content, presenting case
studies in dramatic form, quiz reviews, etc.
- Benefits
- Portability
- Relatively easy to produce
- Audio podcasts are downloaded by students more
frequently than Powerpoint with audio or video
with audio (University of Michigan, 2005). - Links
- http//www.adelaide.edu.au/clpd/online/learningmod
ules/podlearning/player.html - Podagogy. http//www.podagogy.com Education
Podcast Network. http//www.epnweb.org - Introduction to Podcastinghttp//digitalmedia.ore
illy.com/pub/a/oreilly/digitalmedia/2005/07/20/Wha
tIsPodcasting.html
26Podcasts 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.
27Simulations 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.
28Simulations and Virtual Worlds
- Usages
- 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).
29Simulations and Virtual Worlds
- Benefits
- 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
- 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?vaFunFrie8wA - www.secondlife.com
- Aldrich, C. Simulations and the Future of
Learning An Innovative (and perhaps
revolutionary) approach to e-Learning. San
Francisco Pfeiffer, 2003.
30Additional 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/camtasi
a.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/ca
ptivate/ - 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/c
ti/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.c
om, http//www.impatica.com/evaluation/ ,
http//www.adobe.com/products/ovation/
31Teaching Methods Intervention Exchange
- RAFT
- MM 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
- Who Am I Collage- Personal Identity
- Shopping List Values Value clarification 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
32Teaching Methods Intervention Exchange
- Who Are We Bingo- bingo cards that identify
characteristics/values of group(i.e. speaks three
languages has experienced grief at leaving
behind a friend) - The Cost Benefit Columns- make three columns
advantages, disadvantages, and characteristics of
people living overseas - I Pledge Allegiance What do I stand for?
- A Collage of American Values
- Roots
- Family Interventions
33Questions
34References
- 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/2
3/4/475 - 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_inde
x.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.edu2048/ids70/
resolver.php?sessid5kqtsg4uvruu8c - fhj7ip27nf20serverwwwmd1.csa.comcheck07fe
37221fc520aaf54b41520b2f - 6e61dbsageduc-set-can10.11772F1475240904
047358modepdff1 - 1475-24092C32C32C3192C2004
- 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.
MaineNicholas Brealey Publishing.