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Autor(en): 
  • Austin Roger
  • Hunter Bill
  • Online Learning and Community Cohesion: Linking Schools 
     

    (Buch)
    Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 3 Artikel!


    Übersicht

    Auf mobile öffnen
     
    Lieferstatus:   Auf Bestellung (Lieferzeit unbekannt)
    Veröffentlichung:  Juli 2013  
    Genre:  Psychologie / Pädagogik 
     
    conflict resolution in schools / cross-cultural collaboration / Diversity in education / EDUCATION / Computers & Technology / EDUCATION / General / EDUCATION / Philosophy, Theory & Social Aspects / Educational Technology / online intercultural school projects
    ISBN:  9780415510288 
    EAN-Code: 
    9780415510288 
    Verlag:  Taylor and Francis 
    Einband:  Gebunden  
    Sprache:  English  
    Serie:  Routledge Research in Education  
    Dimensionen:  H 229 mm / B 152 mm / D  
    Gewicht:  520 gr 
    Seiten:  194 
    Illustration:  Zeichnungen, schwarz-weiss, Tabellen, schwarz-weiss 
    Bewertung: Titel bewerten / Meinung schreiben
    Inhalt:
    National governments and multi-national institutions are spending unprecedented amounts of money on ICT on improving the overall quality of school learning, and schools are increasingly expected to prepare young people for a global economy in which inter-cultural understanding will be a priority. This book explores and analyzes the ways ICT has been used to promote citizenship and community cohesion in projects that link together schools in different parts of the world. It examines the theoretical framework behind such work and shows the impact of initiatives in the Middle East, Canada, the USA, England, Northern Ireland, the Republic of Ireland and elsewhere in the European Union. This is a critical examination of the technologies that have been deployed, the professional development that has been provided and an evaluation of what constitutes good practice, particularly in terms of what collaborative learning really means for young people. Many of these initiatives have enabled young people to develop more positive relations with culturally and religiously different neighbours, but this work has just begun. Continuing international tensions over matters of identity and faith require that we better understand the political context for such work so that we might shape future directions more deliberately and more clearly.

      



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