‘Making it relevant’: a rural teacher’s integration of an international studies program

This paper presents a case study in which a series of international programs was delivered via interactive videoconferencing technology to a middle school classroom in a small rural town in the USA. Despite positive reactions to the international programs, a deeper look at the use of the programs pointed to some reason for concern regarding the manner in which the international program was used to motivate students. The danger of ethnocentric interpretation was clearly present.