PROCESO ADMINISTRATIVO

Based on the results and analysis of the research findings, a Web 2.0 Application Framework was developed from the original Conceptual Framework and can be seen in Figure 6.1. This research study explored what ICCs upper primary students in Australia exhibited by participating in international intercultural collaborative projects online facilitated by Web 2.0 tools. The development of ICCs is the independent variable; the outcome of collaborating interculturally online through Web 2.0 tools (dependent variable). Structural and cultural

characteristics of ICT in the schools who participated played a key part in ensuring the international, intercultural collaboration was possible and supported.

The use of Web 2.0 tools, the social web, was the dependent variable integral to the study. The development of ICCs and construction of knowledge through the collaborations could not have occurred in a consistent, flexible and timely manner without them. The Web 2.0 tools used needed to be language supported in order for all students to be able to communicate and collaborate interculturally. The independent variable of ICC is a construct, not easy to directly measure or describe. Authentic learning environments through the Web 2.0 tools created synchronous and asynchronous connections for students to collaborate and construct new knowledge. Synchronous connections provided verbal and non-verbal cues whilst asynchronous connections provided verbal and visual cues through text, diagrams, photos, et cetera. Asynchronous connections also provided the opportunity for multimedia clips to be pre-recorded and shared.

Summary

This chapter provided insights into the ICCs exhibited by the upper primary students in Australia as a result of participating in international, intercultural collaborations online using Web 2.0 tools. In concluding this cross-case analysis and discussion of the three case studies, the international, intercultural collaborations the students in Australia participated in enhanced their ICC development and intercultural understanding. In all three case studies, intercultural adroitness (behaviour) demonstrated the most importance proportionally in relative rank order followed by intercultural awareness (cognitive) and intercultural sensitivity (affective). All three case studies demonstrated the same order of relative importance in their outcomes. A summary of the ICC findings from the cross-case analysis and discussion can be seen in Table 6.4.

Table 6.8

Summary of Intercultural Communication Competence Findings

Dimension of ICC Intercultural understanding sub elements

Key themes

Intercultural adroitness

Communicate across cultures

Consider and develop multiple perspectives Reflect on intercultural experiences

communication, behaviour, cultural differences, translation, attitude, time and task expectations

Intercultural awareness

Communicate across cultures

Consider and develop multiple perspectives Empathise with others

Reflect on intercultural experiences

communication, task expectations, cultural differences, attitude and translation

Intercultural sensitivity

Communicate across cultures

Consider and develop multiple perspectives Empathise with others

Reflect on intercultural experiences

communication, behaviour, task

expectations, cultural differences, attitude, translation, technology and responsiveness

When mapped against the intercultural understanding general capability of the Australian Curriculum, supporting evidence within the intercultural adroitness ICC dimension show the students in Australia exhibiting three sub elements of intercultural understanding at Level 4; the expectation they would be achieving around this level by the end of Year 6. This demonstrates the students’ growth in intercultural adroitness from participating in the intercultural

collaborations. Key themes that emerged from the cross-case analysis associating with the dimension of intercultural adroitness were communication, behaviour, cultural differences,

translation, attitude, time and task expectations. Communication was a common key theme across

all three case studies; behaviour and cultural differences across two case studies. Communication drew multiple subthemes.

When mapped against the intercultural understanding general capability of the Australian Curriculum, supporting evidence within the intercultural awareness ICC dimension show the students in Australia exhibiting four sub elements of intercultural understanding at Level 4; the expectation they would be achieving around this level by the end of Year 6. This demonstrates the students’ growth in intercultural awareness from participating in the intercultural collaborations. Key themes that emerged from the cross-case analysis associating with the dimension of intercultural awareness were communication, task expectations, cultural

differences, attitude and translation. Cultural differences was a common key theme across all

three case studies; communication and task expectations common themes across two case studies.

When mapped against the intercultural understanding general capability of the Australian Curriculum, supporting evidence within the intercultural sensitivity ICC dimension show the students in Australia exhibiting four sub elements of intercultural understanding at Level 4; the expectation they would be achieving around this level by the end of Year 6. This demonstrates the students’ growth in intercultural sensitivity from participating in the intercultural collaborations. Key themes that emerged from the cross-case analysis associating with the dimension of intercultural sensitivity were communication, behaviour, task expectations, cultural

differences, attitude, translation, technology and responsiveness. Communication and task expectations were common key themes across two case studies; cultural differences key themes

across three case studies.

The use of Web 2.0 tools to facilitate the collaborative projects saw common themes emerge in the first two case studies with the school in Spain. The third case study with the school in Thailand resulted in different themes emerge related to the translation tool, technology skills and use of web tools as a collaboration space. Key themes that emerged from the cross-case analysis and discussion associated with the use of Web 2.0 tools were: technology to collaborate,

problems with technology, enjoyment, Google translate issues, technology skills and web tools as a collaboration space. Technology to collaborate and problems with technology were common

themes across the case studies with the school in Spain. The case study with the school in Thailand saw different key themes emerge, although, the key theme of web tools as a collaboration space drew similar responses to the technology to collaborate key theme. The structural and cultural characteristics of the schools enabled the collaborations to occur. The Web 2.0 tools in the suite of Google Classroom allowed the intercultural collaborations to occur in a safe and secure environment through synchronous and asynchronous connections. Structural issues with internet

connectivity were experienced by the students in Australia. Google Translate posed issues with its inaccuracy when translating; Bing Translate identified as more effective. The use of an online translation tool was imperative to intercultural communications in the third case study. Enjoyment in utilising technology to connect internationally and interculturally was exhibited; students’ motivation consistent across the case studies. Differences in technological skills were noted, although didn’t affect the intercultural communications.

This chapter provided a cross-case analysis and discussion of the results. The final chapter provides a brief overview of the research investigation and its design. Conclusions are drawn which lead to a summary of the implications of this research along with recommendations. In recognising the study’s limitations and generalisability, suggestions are made for further research.