Journal # 9

"Developing Global Citizens: The Global Run Project" by Jody H. Kennedy & Jan Zanetis
Learning & Leading with Technology, Nov. 07, Vol. 35, No. 3

This article in the November issue of Learning & Leading with Technology talks about a social studies project being carried out by the students in the New York town of White Plains. School district officials and educators were inspired and challenged by the events of 9-11 to teach global awareness and tolerance for diversity. They felt an obligation to make the students aware of how they could contribute positively to world programs. Part of what makes this program so successful is the real-world connection and impact that the students see their efforts make for other people around the world. The global run project first started out as rehearsed video-conferencing lesson plans with other schools in places like Argentina, Costa Rica, and England. However, the teachers noticed that while the video-conferences were enriching, these same video-conferences went nowhere beyond an informative discussion about diversity. The Eastview Middle School teachers decided to create a program which would expand the potential reach and impact of the video-conference tool. They realized that they could tackle world problems by connecting to the experts; in some cases, these were the villagers who were living without clean drinking water. The students were amazed at their conversations with survivors of the 2004 Sri Lankan tsunami, HIV children in South Africa, and Afgani war refugees. Students became empathetic and interested to help others around the world. From that positive desire, the global run project was born to help students realize how they could solve the world's problems - one village at a time. Specifically, the global run project has decided to raise money and awareness regarding the diminishing supply of clean water for the world. Students walk miles to raise money. With the help and coordination of Rotary International, students from around the world who partnered with the Eastview Middle School helped a village in Kenya build a water collection roof & tank system to collect rainwater. Teachers at Eastview each used a lesson plan unit designed around the global run mission. P.E. teachers tracked the miles. Math teachers used a lesson plan to make graphs for measurement, currency exchanges, mileage walked. Social studies used it a springboard for diversity discussion. Foreign language teachers used in their classes as a part of a cultural unit. Science and health classes studied the effects clean and not so clean water have on the body and environment. Colloboration, commitment and enthusiasm has made this program a model success.

How can our schools use technology to build bridges to other countries as a way to address world issues?
Students and teachers could work together to put into place podcasts, blogs, and contests to see who can raise the most money for global warming and the effect it's having on the ecosystems around the world. They pick another issue year after year or continue on their first issue. They could communicate their research by using google docs or collaborative wikis as a way to inform each other of progress.

What can students do to further their commitment to positive change?
They could get their friends and families in on the act. Students can use peer pressure effectively to motivate their friends to get involved. Also since many youngsters know and understand technology better than their parents or guardians, they could teach their parents about technology and social action. Many parents would be amazed and proud to see their child so passionate about change, and so knowledgeable about using technology to effect this change in such an immediate way.