ALEXANDRIA, Egypt - Yasser Hussein Omar began teaching 12 years ago, but it wasn't until he joined an international education project that he started bringing technology into his classroom. The Egyptian teacher says his students have gained in countless ways from participating in a global technology project "that builds bridges of confidence, understanding, and love between my students and the world."
Omar teaches English at Hosni Mubarak Secondary School for Boys, a public high school located in an area near the sea called Abu Qir. In 2002, Omar joined the International Education and Resource Network, or iEARN, a nonprofit organization that sponsors collaborative learning projects worldwide. One iEARN program, called BRIDGE (Building Respect through Internet Dialogue and Global Education), connects youth in the United States with their peers in countries with large Muslim populations. Students work together on projects of global importance, collaborating through both online and face-to-face communication.
Project has helped students become "more critical observers" of information.
Omar and his students decided to join a BRIDGE project that focuses on water and resource management. He explains: "Our objectives were to raise students' awareness to the importance of water in our lives; share a common concern to talk about when we go on a live chat with our partner school in Ohio, USA; and integrate the project with the national curriculum as much as possible." The project also offered Omar's students an opportunity to use their classroom English to communicate with a broader audience.
When he first joined the project, Omar admits, he worried about how to make good use of the computers, Web cam, and other videoconferencing equipment provided for his classroom through a grant. He found plenty of support from other iEARN participants, who treat one another "as members in a big family. Apart from the thousands of miles and the differences, every member is there when you need help regardless of the political boundaries. They all collaborate, offer their assistance, and take your hands until you manage your way in the technology world. That happened with me and with my students."
As Omar's students grew more comfortable using the Internet for research and secure online forums to correspond with students on the other side of the globe, the teacher noticed another change. "My students became more critical observers of the information they gathered. They began to question the things they read, and tried to find answers to a lot of other things that appeared mysterious to them."
For example, while studying water management issues, students used the Internet to research various theories about Earth formation. "Nothing was taken for granted anymore," Omar says. Seeing this curiosity, the teacher was reminded of Plato's words: "I am not teaching. I am lighting the flame of love for knowledge in the spirits of others."
Improved communication and critical thinking are not the only outcomes of BRIDGE projects. A tangible product, such as a Web site or publication, is another goal. That fits well with Omar's teaching philosophy. "Students benefit from projects that help them apply what they are learning in school to life," he says, adding, "I hate lecturing and prefer to let my students talk and discuss their views."
After completing their online research, Omar's students moved ahead with "the most exciting part, which was setting up a Web site that could show the cyber visitors our work. Now learning and doing a task became a source of fun and enjoyment. The same students who were trying to avoid any school activities in the past began to find fun in school involvement, community activities, and learning in general."
One student's research helped him to understand that water shortage is not a local issue. The teacher explains: "He realized that other countries have water problems and even droughts. The student encouraged the whole team to search for ways and methods to prevent our country from facing the same problem. So we launched a campaign to draw people's awareness to the importance of water conservation. We gave speeches in the school's morning assembly. The team also made handouts and distributed them in the neighborhood."
Inspired to share their information with a larger audience, the students contacted United Nations Educational, Scientific and Cultural Organization (UNESCO). "They were excited about our project and linked it to their Web site," Omar says.
As the highlight of the project, Omar and his BRIDGE students traveled to the United States for a three-week exchange. They met in person some of the American students they had been communicating with via videoconference and online forums. That experience helped to meet the long-term goals of BRIDGE: building personal ties and promoting mutual understanding.
Omar has shared the highlights of his own learning with fellow teachers in Egypt. And he has joined two more global technology projects, guaranteed to keep his students connected and engaged in learning.