The%20Forgotten%20Minority:%20Third%20Culture%20Kids

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The Forgotten Minority Third Culture Kids

• Lucinda West
• Regent University

Amanda J. Rockinson-Szapkiw Old Dominion
University VCA Convention November 2007
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Objectives
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Define 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.
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Define 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
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Understand 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)

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Understand 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
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Understand 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.
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Understand The TCK Culture The Benefits of Being
a TCK
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The 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.
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Teaching 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

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The 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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Fostering 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/
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Weblogs 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.

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Weblogs 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

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Weblogs 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).

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Collaborative 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)
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Collaborative 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).

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Course 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

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Webquests

• 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).

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Webquests

• 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.

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Podcasts 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.)
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Podcasts 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

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Podcasts 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.

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Simulations 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.

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Simulations 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).

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Simulations 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.

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Additional 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/

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Teaching Methods Intervention Exchange

1. RAFT
2. MM activity- great ice breaker!
3. Symbolic Object- Ask each member of the group to
   bring an object symbolic/ important to them. Have
   each member share about the object.
4. Making Headlines -Global Identity
5. Who Am I Collage- Personal Identity
6. 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

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Teaching 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

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Questions
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References

• 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
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• 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.