The Oregon Council for the Social Studies is an affiliate of the National Council for the Social Studies Volume 1, Number 1 Page | 88 A Window to the World: Video Conferencing for Engaging the Global Citizen Brandon J. Haas, Tracy R. Tilotta, and Michael J. Berson Web 2.0 techŶologies proǀide studeŶts iŶ today’s classrooŵs ǁith uŶprecedeŶted opportuŶities to develop 21 st century skills in a global society. Videoconferencing in the social studies classroom offers a tool for students to connect to course content on a deeper level. Various forms of videoconferencing are available to teachers to achieve their class objectives and develop engaged global citizens. This article discusses The Pillars of Islam, a virtual exchange facilitated by the Global Nomads Group which serves as an exemplar of videoconferencing integration in secondary classes. Weď Ϯ.Ϭ teĐhŶologies pƌoǀide studeŶts iŶ todaLJ’s Đlassƌooŵ ǁith uŶpƌeĐedeŶted opportunities to develop 21 st century skills in a global society. Students are connected like never before, consuming media for an average of 7 hours and 38 minutes per day (Rideout, Foehr, & Roberts, 2010). In order to engage adolescents in learning and develop the 21 st century skills necessary for success in a global economy, teachers must draw upon new instructional strategies, especially in the social studies classroom: Video ĐoŶfeƌeŶĐiŶg ǁill definitely influence 21st century learning and students' ability to participate creatively and effeĐtiǀelLJ iŶ a gƌoǁiŶg, Đoŵpetitiǀe soĐietLJ ;Bauman & McCann, 2010, p. 55). Video conferencing is available in many forms, including facilitated videoconferences by groups such as Global Nomads Group or less formally through the use of Skype or FaceTime. In this article, we will describe ways to utilize such technologies and illustrate classroom implementation through the exemplar of a lesson developed by Global Nomads Group (2012), The Pillars of Islam. Video conferencing technologies can be used in myriad ways to actively engage and enrich the overall learning process. These technologies can be used to bring in guest speakers, experts, and authors to speak with a group of students on a specific topic. Often it is very difficult to secure a guest speaker due to school budgets and speaker availability. These technologies make it possible for students to be exposed to and interact with a plethora of people that they normally would not encounter. The guest speaker or expert can become an active part of the class – facilitating discussion or explaining a specific process or concept. They can also answer questions and provide feedback to students and teachers regarding projects or other assignments on which they may be currently working. Students can also generate disĐussioŶ ƋuestioŶs foƌ the guest speakeƌ: WheŶ studeŶts studLJiŶg a ĐoŶĐept ask ƋuestioŶs of aŶ edžpeƌt iŶ the field, theiƌ uŶdeƌstaŶdiŶg ďeĐoŵes deepeƌ aŶd the ĐoŶteŶt ƌiĐheƌ ;FƌeŶĐh, 2008, p. 32). Video conferencing and Skype technologies can also be used to enhance global awareness within any classroom where students are provided the opportunity to gain real world experiences. These forms of technology engage and stimulate students while having