This article originally appeared in the May issue of BiBimBap magazine, an online journal for EFL teachers in Jeollanamdo, South Korea. You can view the ISSUU version here.
In 2012 the Korean Education ministry announced it’s ‘SMART Education’ plan, the ‘T’ of which stands for technology. In an effort to create an education system which is less passive, more creative and more adaptive, the plan called for wide scale integration of Information and Communication Technology (ICT). In fact, the plan set 2015 as the deadline for digitizing the entire school curriculum to make it more accessible to 21st Century learners. Yet in spite of the reported 67% of Korean youth ages 5-19 that have smartphones and the widely touted high-speed broadband access in Korea, ICT is not leveraged for learning in most classrooms yet.
This is where Skype in the Classroom comes in. Most of us have a broadband internet connection, a computer connected to a classroom monitor, a classroom document camera, headphones with a microphone, or, if you are an online “J-Distance” teacher, you have a webcam with a built-in microphone. This is all it takes to get started and begin using the ICT in your classroom to connect your EFL students with native English speakers the world over.
Where To Start
If you do not have a Skype account, you should start there. If you already have a Skype account, you can use that as your login for Skype Education. You can create a distinct teacherly profile name, like Mr. Short, add a professional profile pic, enter your location in the world and give a brief description of your aims for using Skype in your classroom.
Next, you can ‘find a lesson’ or ‘find a teacher’. There is a really cool map with classes and teachers pinned all over the world. You can zoom in and out and see more or less teacher pins appear as a result. If you click on a pin it will automatically scroll down to that teacher’s Skype Education profile and from there you can select that person and message them directly.
My suggestion is to ‘find a teacher’ first. I spent some time searching to ‘find a lesson’, I signed up for lessons, and did not get any responses from those teachers. However, when I started searching for teachers in our general timezone, for example, classroom teachers in Australia and New Zealand or International School teachers in Japan and China, I had much more success messaging them directly and proposing a Skype classroom collaboration.
A Global Lesson
The trending Skype lesson on Twitter is #MysterySkype. This is billed as a “global guessing game” where students in each class prepare questions, hints, show and tell items, etc. that allow the other class to guess their location. Skype Education recommends that #MysterySkype beginner classes start off playing 20 questions, preparing that set of questions and a few hints to give to the other class. This is ideal for our EFL students because it allows us to pre-teach the target language; questioning, locations, directions, place specific vocabulary and more. You can scaffold the whole process and interaction for your timid Korean students by helping them fully prepare before so they know what language to expect once you are in the Skype call.
There are many more ways that innovative teachers are using this all over the world to support a wide range of content learning. Students are brainstorming conflict resolution strategies via recorded Skype messages across the world and teachers are designing standards-based social studies lessons to compare and contrast their own customs and traditions with that of a foreign culture. The tool can be used as simply as a 21st century version of penpals or as complex as a collaborative research and writing project.
I am currently planning my first #MysterySkype lesson with a 6th grade teacher in Hobart, Tasmania. For my first lesson I want to give my students the best shot at success, so we have agreed to limit the lesson to the Australian class guessing our location through questioning. This will allow my students to answer questions concerning basic facts about Korea, which they will know. And those questions and answers can be more easily supported by a bilingual Korean co-teacher. I suspect that the creation and translation of questions from Korean to English in order for my students to figure out where in Australia those students are would be very time consuming and possibly discouraging for both parties. At least this first time, I want to be able to scaffold this process so that both parties walk away feeling successful and encouraged.
The other way you can use Skype in your classroom is via a recorded message exchange with another class, similar to the old school pen pal programs. This allows for classes to have an exchange or do #MysterySkype in spite of impossible time zone differences. So, for those of you who know a teacher back home in Canada or the U.S., there is a way to connect with them even though they are in school there while we are asleep here.
I am working with two teachers right now to set up this kind of recorded message exchange, one classroom is located in Florida, U.S.A. and is interested in doing a basic show and tell cultural exchange, while the other classroom is in northern China and wants to do a #MysterySkype lesson over the long-term. In both cases we are planning on recording one short message per week.
Our first message from Ms. Hart’s class in China.
As you can imagine, considering the timidity of many of our Korean students to produce authentic language on demand, planning, preparing and practicing a recorded lesson might lead to a more fruitful exchange than a live Skype lesson. However, there are ways to prepare students for the live chat as well, introducing key vocabulary, sentence stems and making it completely clear in Korean the purpose and goal of the Skype exchange.
The planning and preparation will generally require significant buy-in from your Korean co-teacher, which I know may be a tall order for many of you. You may have to put significant effort into identifying your curriculum’s target language that will be used authentically in the Skype lesson. You may also need to start with a baby step like recording a simple message for another class one time, and then checking in with the co-teacher about the possibility of an ongoing exchange. It is probably obvious to you that the value of the lesson and the time it will take to schedule and plan it may not be immediately understood and committed to by your co-teacher.
Lastly, it is important to strategically choose a class you feel has the makeup to do well and get something out of this kind of global live lesson. You know your students best and you know the ones who are outgoing and who try and chat in English with you all the time. The first few times you experiment with this kind of lesson, you should lean on those students and those classes, if you have them.
I will check back in with more info and tips once I get a few Skype lessons under my belt.