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The purpose of this study was to evaluate the application of a social-virtual
curriculum delivered through in-calssroom and web-based activities, aiming to
develop youth's social-virtual skills, cultural competency and multicultural awareness.
Specifically, the study evaluates the overall impact, relativistic appreciation (RA) and
comfort with differences. t examines the influence of gender, ethnicity and religion to
the aforementioned variables. Finally, it aims to identify the role of the curriculum
and the Web 2.0 in promoting multiculturalism and multicultural education and in
changing youth's perceptions and attitudes towards others.

Design / methodoIogy / approach
A quantitative approach was applied, using teh Miville-Guzman University-Diversity
Scale that measures an individual's Universal-Diverse Orientation. Descriptive
(frequencies, percentages, means, standard deviations and Crobach's alpha) and
inferential (the independent t-test, the paired-sample t-test and the one-way analysis
of variances) statistics were conducted. SPSS version 13 was used to analyze the
data gathered. The study's population was MYTecC students in all the participating
countries (303). srael and Palestine were removed from the analysis since there
were incomplete set of measurements. The pre-measurement took place in April
2008 (70 percent responese rate) and the post-measurement took place in June-July
2009 (45 percent response rate).

The data was collected using the questionnaire which devided into sections A and B.
Section A, consisted of 45 items on a scale from 1 to 6, with 1 being strongly
disagree and 6 being strongly agree which stand of three scales: (1) Diversity of
contact (DC interest and commitment to participating in diverse, internationally
focused and social cultural activities). (2) Comfort with differences (CD the degree
of comfort with diverse individuals) and (3) Relativistic appreciation (RA
appreciation of both similarities and differences in people and the impact of these in
one's self understanding and personal growth). Each of the three scales was
represented by 15 items of the questionnaire. Whereas in section B, there were four
demographic variables: gender, religion and ethnicity.



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The researcher addressed the issue of content validity by asking all MYTecC
instructors to review the questionnaire. Additionally, it was pilot tested by ten
MYTecC students who had been potential subjects of the study but they were
excluded from the data collection later on. The feedback given helped the
investigator to revise, and modify the instrument in order to adjust the instrument to
MYTecC students.


Discussion
The impact of the social-virtual curriculum
The analysis revealed the positive impact of the social-virtual curriculum experience
to youth's UDO, DC, RA and CD, within the Web 2.0 context. The curriculum
managed to develop a human network, a virtual community that enabled learning,
communicationand collaboration. Youth individually and collectively expressed
themselves using Web 2.0 tools. The social-virtual curriculum exploited the full
potential of the Web 2.0 to transform the way students learn, interact and collaborate,
allowing them to build a culture of tolerance, solidarity, mutual understanding and
respect (Cummins and Sayers, 1996; Eteokleous, 2008; Gorski, 2004). The students
had the chance to experience cultural exchange with youth from other countries.
Their interactions through in-classroom and specifically through virtual activities
brought them closed to each other and helped them realize that they do not have that
many differences rather than lots of shared interests and numerous similarities. They
felt connected to people with different characteristics from various cultural
backgrounds, developing feelings of appreciation towards others and realizing that
the differences and similarities that characterize individuals and groups should be
cherished for their worth and cultivated for the benefit they bring to all people
(Eisenchlas and Trevaskes, 2007).


After the social-virtual experience students appeared to be more open with the
concept of "diversity. Overall, the students were interested to participate in
internationally focused and social cultural activities; they were positive to meet people
from other countries, get to know about other cultural groups and their customs and
attend cultural events. n addition, the students were interested in getting in touch
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with various characteristics of different cultures such as listen to music and learn
traditional dances, visit exhibits and watch foreign films, as well as read book
translated from other languages. Finally, it seems that the program helped the
students realize the importance of volunteering, and giving back to the community.
The " would [. . .] statements of the DC scale got relatively high scores at the pre-
measurement, showing students' willingness to find out about others. The statements
that have relatively low scores were the ones that described their present feelings
about others. However, at the post measurement those statements (that had to do
with students' "present feelings) had a greater increase than the statements that
expressed student' willingness (the "would statements). t can be supported that
students' "present feelings towards others were improved and that they still feel
open to further explore and examine other cultures and people different than
themselves since during the post-measurement, the questions that expressed their
willingness had high scores as well.

The changes revealed at the CD scale showed that the students altered in a great
deal their attitudes, and perceptions towards others. At the pre-measurement
students revealed to be only at ease with people of their cultural background, felt
uncomfortable to meet people from another country. The above changed based on
the post measurement scores. The results revealed that after the social-virtual
curriculum experience the students were more comfortable and connected to diverse
individuals, and also felt affection towards "others that possess different
characteristics than they do. Specifically, the students' realized that people from other
cultural backgrounds share the same human needs and concerns. They also
appeared to be concerned about the struggles and problems the "others face.

At the pre-measurement, students appeared to be hesitant and a little bit
conservative towards "others. The post-measurement scores' increase showed the
changes in students' attitudes and beliefs revealing once more the impact of the
social-virtual curriculum. Overall, at the post-measurement students appeared to
appreciate more both similarities and differences and the impact of these in one's self
understanding and personal growth. n addition, students' appreciation towards
others' characteristics was also increased, realizing the positive influence of being a
friend with people that have different characteristics. Specifically, they felt that getting
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in touch with people from different cultures (know about other people's religions,
customs, identities, etc.) broadened their self-understanding.

Students managed to place themselves in the shoes of a person from another culture
as well as understand their problems, something that they found difficulties to do so
when the program started. Also, students reported feeling that they can better
understand someone after getting to know how they are both similar and different
from them. Finally, in comparison to the DC scale, the students gave lower scores at
the CD and RA scales. t can be argued that the lower scores were given since the
CD and RA scales examine more sensitive, in-depth and difficult concepts

The influence of gender, ethnicity and religion

t can be supported that overall gender does not influence the three scales and UDO
in a great deal. The statistical significant differences revealed at the pre-
measurement were diminished at the post measurement showing the impact of the
social-virtual curriculum. The gender issues that were approached through the in-
classroom and virtual discussions, games and activities had a positive impact on
students. t can only be said that girls were more sensitive and caring than boys,
showing more affection and care for their fellow citizens and were not embarrassed
to show these feelings.

n comparison to gender, ethnicity seems to have slightly greater influence at the
three scales and UDO. At the pre-measurement all three scales and UDO appeared
to havestatistical significant differences due to ethnicity, however, at the post-
measurement differences revealed only at the DC scale. Overall, fewer statements
were influenced by Ethnicity at the post-measurement since the statistical significant
differences were minimized showing once more then positive influence of the social-
virtual curriculum.
Specifically, students appeared to be more interested in learning and getting in touch
with other cultures by having friends from other countries. Nonetheless, they
appearedto be a little bit reluctant in getting too closed to "others.
n comparison to gender and ethnicity, religion revealed to be the most influential
variable. t is a really sensitive issue, influencing in a greater degree students' beliefs


and attitudes towards others. t appeared to influence the degree of comfort with
diverse individuals, the sense of connection with people from other countries and
students' openness to get in touch with diversity. At the pre-measurement statistical
significant differences revealed at the majority of the statements including students'
present feelings (" do [. . .] statements) and future/willingness feelings (" would [. .
.] statements). On a more positive note, the majority of the statements that the
differences due to religion still existed at the post-measurement were the ones that
had to do with their future/willingness feelings. The above shows that their present
feelings were improved, religion has minimized its degree of influence, showing in
this case a slight impact of the social-virtual curriculum and minor, however,
important changes in students' attitudes and beliefs.

The role of the social-virtual curriculum and the Web 2.0 tools
Finally, the study identified the role that the social-virtual curriculum and the Web 2.0
play in promoting multiculturalism and multicultural education and changing youth's
perceptions, and attitudes towards others. t can be argued that the social-virtual
curriculum set the foundation and provided the framework of educational networking
since it fully exploited the potentials of the Web 2.0 within an educational setting. t
revealed to be a great example where the Web 2.0 is mainly used for educational
purposes through the networking and social activities performed, which are not solely
used for social and entertainment purposes (Ala-Mutka et al., 2009; Burnett et al.,
2003; Hargadon, 2009; Murugesan, 2009; Richardson, 2009).


The advantages of using the Web 2.0 were captured in detail through the social-
virtual curriculum. Specifically, the virtual aspect linked countries together,
encouraged networking among the working groups from the participating countries,
through activities and games aiming at strengthening dialogue and positive
interaction. The development of a virtual community brought added value through a
constant exchange of thoughts, ideas and experience within a framework of
tolerance and respect.



7

t put in practice the development and expansion of the Web 2.0 tools. n addition, it
took advantage of youth's internet ease of use and high Web 2.0 literacy in
performing internet-based educational activities. As suggested, it would be better as
educators to integrate the Web 2.0 tools in the educational practice than trying to
resist in using them, becoming part of the digital world which our students live, might
be more possible to raise their interest, motivate them, transform the classroom
environment and properly prepare them for the society needs and demands
(Eteokleous and Pavlou, 2010).

The social-virtual curriculum promoted multiculturalism and multicultural education
since it achieved in developing students' knowledge and skills needed to survive in a
multicultural world (Eteokleous and Christodoulou, 2009) and helped students being
able to recognize and respect people's differences, promoted the understanding and
authentic interactions among different groups, (Eisenchlas and Trevaskes, 2007)
developed social skills, multicultural competency and cultural awareness (Miville et
al., 1999). Along the same lines, the social-virtual curriculum can be also
characterized as a multicultural curriculum since students learned how to appreciate,
and respect the "others, became open to learn about people with different
characteristics as well as managed to interact, collaborate and communicate with
people from other backgrounds (Eteokleous, 2009; Kymlicka, 2003).

Additionally, the social-virtual curriculum provided an example of how a multicultural
education can be implemented since it promoted democratic education, differentiated
teaching and curricula and student-centered teaching grounded in the democratic
ideas of justice and equality (Banks, 1996; Sleeter, 1995). t also took into
consideration, the language and cultural differences among non-indigenous children
and fostered an environment of respect, understanding and acceptance of cultural
differences (Eteokleous and Christodoulou, 2009; Panayiotopoulos and Nicolaidou,
2007). The social-virtual curriculumis aligned with the requirements of the
information era, preparing students accordingly, by altering education, and
transforming the teaching and learning process. Specifically, the way new
technologies were integrated changed the way which students approached learning,
the way of interaction and communication among students and teachers and the way
which they learned from each other, as many researchers (Ala-Mutka et al., 2009;


Burnett et al., 2003; Eteokleous, 2009; Hargadon, 2009; Murugesan, 2009;
Richardson, 2009) were already suggested regarding the use of the Web 2.0 for
educational purposes. Technology was used to support constructive learning, and
meaning making by students, which they were actively engaged in the learning
process and developed meaningful intellectual partnerships with technology
(Eteokleous, 2009). Given the above, the social-virtual curriculum can be
characterized as a successful example of educational networking. t can be also
argued that new technologies application promoted a new learning, communication,
work and collaboration culture which was instilled among teachers and students
(Eteokleous, 2009).

The study through the social-virtual curriculum applied within in-classroom and
virtual-based activities, within the Web 2.0 context, suggests a blended-learning
model, an innovative method of approaching and addressing sensitive, personal,
highly politicized and difficult issues such as multiculturalism, diversity, acceptance,
tolerance, understanding, respect towards others, religion, ethnicity (Cummins and
Sayers, 1996; Damarin, 1998; DeVoogd, 1998) extensively using tools that students
feel comfortable with (Eteokleous and Pavlou, 2010). Additionally, it has been
revealed a successful method in developing knowledge and skills related to
multiculturalism, and altering students' perceptions and attitudes towards others.
Consequently, through the recommended blended-learning model students from
various countries, get together within a formal or in-formal educational setting,
exploiting the opportunities provided through the Web 2.0 tools.

The paper provides the foundation of further development and integration of this kind
of activities to official schools' curricula. The achievements of such a curriculum are
multifaceted. Students realize the importance and value of technology as a tool to
execute educational, professional and personal purposes and at the same time
change their attitudes and beliefs towards others. Also, through the suggested in-
classroom and virtual-based model the students have the opportunity to interact and
mingle (i.e. shared their interests and hobbies) with "others either through formal
educational classroom settings (if the model to be applied in schools) or informal
supervised settings. Finally, they have the chance to meet other students an network,


tremendously benefited from their interactions, provide and gain valuable knowledge
and skills (Eteokleous, 2009).


Conc|us|on

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