Description
Blended Learning and the Contact Hypothesis: Insights from Israel and Northern IrelandIn Israel and Northern Ireland, different ethnic and cultural identities remain problematic as most children are educated in separate schools. In such contexts, the role of technology in supporting teacher education and intercultural understanding becomes paramount.
This presentation explores the contact hypothesis (Allport, 1954) as a framework for technology-enhanced teacher education towards collaborative peacebuilding between young people. The contact hypothesis informs our work in blended learning where teachers use face-to-face and online learning to extend the collaborative period (Austin & Turner, 2020; Shonfeld & Hoter, 2023). We present two case studies on the potential of technology to support the contact hypothesis-based interventions in both Israel and Northern Ireland.
| Period | 2025 |
|---|---|
| Event type | Conference |
| Location | Budapest, HungaryShow on map |
Related content
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Research output
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Blended Learning and the Contact Hypothesis: Insights from Israel and Northern Ireland
Research output: Contribution to journal › Special issue › peer-review