Interacting with Outside Classrooms: Locally; Globally

How can I incorporate new and innovative teaching techniques into my classroom? What can I do as a teacher to facillitate the learning process?

There exists a global wealth of knowledge concerning the teaching techniques of Astronomy. I would like to locate then implement these techniques into my classroom. I can do this by interacting with other classrooms. This can be accomplished by utilizing the technology already available. The interaction between classrooms, globally and locally, would enhance the education process for all involved.

This process already exists in Western Sydney, Australia (as I am sure other places as well) (www.parliament.nsw.gov.au/prod/PARLMENT/hansArt.nsf/V3Key/LA20070510028 ). Videoconferencing equipment and shared interactive whiteboards are used to set up this network. "A combination of individual mainstream technologies create a motivating Connected Classrooms learning environment that is more powerful than the sum of the individual technology components" writes Mrs. Karyn Paluzzano a former teacher elected to the Parliament. The article further states that this interaction enhances the formation of ideas and discussions. They use this technique for subjects ranging from History to Physics. Networking also allows students in small schools to take classes which otherwise would not be offered.

Classroom interaction would allow my Astronomy students interested in the Physics aspects of Astronomy to interact with other students accross this networking bridge to fullfill thier quest for knowledge. A successful networking classroom interaction could possibly allow for an advanced placement Astronomy class to be offered here at Mason High School. Lunar and solar eclipses, as well as other astronomical events, viewed in different parts of the world could be brought into "the networking class" as if all the students were witnessing the events together.

Classroom interaction can bring students from all different cultural walks of life together to share common experiences. Native American students from the Konocti Unified School District in California had a chance to share thier cultural differences via videoconferencing (www.cilc.org/newsletter/sepoct2007/articles/classrooms.asp). Students from different tribes inquired on each others' dress and customs. The students enjoyed their experience and all involved thought it was a success. Being exposed to cultural differences in the classroom will prepare students for the world outside the classroom. Social acceptance being nurtured at school can be a by-product of networking.

I can contribute to this process through involvment. Finding out if other local school districts are interested in this classroom interaction process would be a start. Searching for successfull programs which already exist in the area would be another. The economic climate of today may mean searching for innovative and creative ways for financing such an endeavor. Reaching out to the Cincinnati Public Schools and establishing a cooperative may prove to be cost-effective. Together with myself and the help of some other established teachers we can put together a plan to present to the civic leaders. They can then determine the financial logistics. Such a plan can not be developed overnight but would be worthwhile if implemented.