Building Bridges Online: Issues of Pedagogy and Learning Outcomes in Intercultural Education Through Citizenship
Roger Austin, University of Ulster ; John Anderson, Queen’s University
IJICTE Volume 4, Number 1, ISSN 1550-1876 Publisher: IGI Global
This article indicates that there are four key drivers for school-based use of collaborative software; a. The speed at which ‘social software’ has been taken up by young people outside school which has led some educationists to review the potential of such software in more formal school settings. b. Helping pupils to develop ’knowledge construction skills’ which are relevant to a knowledge economy. c. Enabling more pupils to access a wider curriculum. d. The promotion of inter-cultural education through citizenship. In the case of the fourth driver, the article examines in detail the research basis for extending the concept of the ’contact hypothesis’ through communication technology. It uses evidence to show that well managed on-line collaboration between school-based students can be a powerful vehicle for intercultural education through citizenship.
Austin, R. & Anderson, J. (2008). Building Bridges Online: Issues of Pedagogy and Learning Outcomes in Intercultural Education Through Citizenship. International Journal of Information and Communication Technology Education, 4(1), 86-94. IGI Global.
Cited ByView References & Citations Map
Elaine Hoter, Talpiot College of Education; Miri Shonfeld, Kibbutzim College of Education in Tel Aviv; Asmaa Ganayim, Al-Qasemi College of Education, Baka-Al-Garbiyah
The International Review of Research in Open and Distributed Learning Vol. 10, No. 2 (Apr 02, 2009)
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