Conference to introduce results from the 100-School Networking Project (Phase II)
Theme meeting

What We Learned through International Exchange

Makoto Kageto, Seiryo Commercial High School
e-mail:kageto@nagoya-seiryo-chs.nishi.nagoya.jp
http://202.249.160.2/kageto.html

1. Introduction

Five years ago, in order to send e-mail overseas, I had to connect a DOS machine to an extension telephone. I would have students write letters on paper, type them in for them, and then send them using a phone line. The communication process was very slow. Thinking back, I doubt the lesson was particularly effective. Most often, I simply pointed out student errors and had them rewrite their letters.

Now, each student has his or her own mail account and is given free access to e-mail after school. This came to pass because our school became a participant in the 100-School Networking Project. As a member of this project, and due to memories of bitter experiences, we chose to focus on international communications.

Our school is a commercial high school. Few students are confident in their English skills. But many of the students graduating this spring gained self-confidence in their English skills by using the Internet and passing the English step test. I would like to report on a number of activities that represent our various school projects.

2. A project to communicate with high school students in Asia via the Internet (CEC-initiative project for internationalization)

2.1 Purpose

• Communicate with students from other countries using English, the second language for people in Asia.
• Communicate with other students using the various capabilities of the Internet (e-mail, mailing list, and CU-SeeMe).
• Learn more about each culture through correspondence, and to come to understand what it means to be Japanese.

Changing student impressions
The Asia they've learned about from textbooks ® The Asia they came to know through the communication
The English they learned ® practical English for communication
Nominal internationalization ® Real internationalization

2.2 Content (mailing list—communication—symposium in Japan—increased communication and cooperative lessons)

(1) Participating schools

Seiryo Commercial High School
Nanzan Kokusai High School
Suzuhari Elementary School (participant in the 100-School Networking Project)
Nakamura High School
Taki High School
Aichishukutoku Senior High School
Okazaki Johsei High School
Nagoya City Midori High School
Meito Senior High School
*Yokkaichi Commercial High School*
Komaki High School
Junior and Senior High School attached to Nagoya Women's University
(participant in the School Net Study Group)
*Kyotanabe City Board of Education*
*Hiroshima Prefecture's Motomachi High School*
and others

(2) Participating schools overseas

• Nepal, Holy Garden High School
• Korea, Seoul Girl's Commercial High School
• Thailand, through a student studying Japanese, whom we knew.

(3) Activities

• Selecting a theme
  Selecting themes using e-mail and mailing lists, we chose themes such as "environmental problems" and "energy."

• Use of English
  We decided to use English as the common language for symposiums held in Hiroshima and Nagoya. The English spoken by the participating students was comparatively easy to understand, as they didn't use the contractions used more often by native English speakers. When we communicate with people from Asia, both sides carry the burden of speaking a foreign language. For this reason, I expected that students on both sides would be more relaxed and use English actively.
  
  Students are engaged in active correspondence, in English, with students from other nations on the mailing list.

• Symposium contents
  Students introduced their own schools and countries, presented information on current conditions in their country, including environmental problems, then discussed the issues raised. We prepared a handout in English so that students could better understand each others' presentations.
  
  Pictures and computers were used during the presentations to improve comprehension.

• Using the activities in regular lessons
  Using the Internet, we taught a lesson on international trade.
  
  We set up a virtual retail block, where students could browse products and order them via the Internet. (Related URL: http://202.249.160.2/kageto/trade/trade.htm)
  
  To experience different uses for the Internet, students "exchanged" product samples using CU-SeeMe. So far, this activity has been conducted only between two schools. Once a better foundation is established for the lesson, we will expand it into a cooperative lesson among groups.

3. Student impressions

• Hi, all friends.
  I am having a good time in this travel. I have to say it first, sorry. "Thank you for your kindness."
  We had face to face meeting this time, before, we met only moniter. It's my glory. It was very good experiences. Also I want to continue communication by anything. I can't forget all of you. Never, never... And I am missing you very much. Well, let's make our friendship forever. Have a good night.

• Moon Yun-seung
  "Hello. My name is Kuldeep. What is your name?"
  Kuldeep wrote this in Japanese. From him, I learned the importance of looking ahead and pursuing new things—and the importance of knowing and understanding your past. In his society, he accepts tradition and holds it in high regard, cultivating an outlook that's less common in Japan these days.
  
  
  

4. Conclusion

Students' awareness changed as follows:

Primary reasons for learning English
63 students (Surveyed by the School Net Study Group)

(1) Because it's a subject we are supposed to learn in school.

(2) Because it's necessary for employment and college entrance exams.

(3) Because I want to be able to communicate with foreigners.

(4) Because I'm interested in English.

(5) To become more cultivated.

(6) To become more cosmopolitan.

(7) To collect information from all over the world.

(8) So that I won't be at a loss when I travel abroad.

(9) Others

	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)
Before	18.1	12.5	26.4	2.8	4.2	13.9	8.3	8.3	5.6
After	10.5	10.5	47.4	0	0	10.5	5.3	5.3	10.6

We also polled students who participated in the trading simulation sponsored by Seiryo Commercial High School for their impressions. The results show that student understanding and affinity toward Korea changed dramatically as a result of the lesson.

Understanding: 4 ® 8
Affinity: 5 ® 9
The project greatly changed student awareness.
A student's impression: "I feel more familiar with Korea since I participated in the project. It feels as though Moon, a Korean student, lives in a neighboring prefecture, because I can see her anytime with CU-SeeMe."

5. Related URL

http://202.249.160.2/asia http://202.249.160.2/kageto/trade/trade.htm
Yasuda Women's college: Report on communications in Hiroshima
http://next1.yasuda-u.ac.jp/cranes97/index-sjis.html