'Dissolving Boundaries:cross-national cooperation through technology in education'

R Austin, Lesley Abbott, A Mulkeen, N Metcalfe

    Research output: Contribution to journalArticle

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    Abstract

    This article reports research on cross-national co-operation through Information and Communications Technology (ICT), within the statutory curricula of Northern Ireland and the Republic of Ireland. Using quantitative and qualitative methods, the views and experiences of teachers in partner schools in the north and south of Ireland were sought on the capacity and potential of asynchronous computer conferencing and videoconferencing to generate collaborative work in a cross-border setting, to promote cultural awareness among primary and post-primary pupils, and to improve teacher and pupil competence in ICT. The results showed a significant improvement in ICT competence, that technical training, enthusiasm and commitment were the key factors for success, and that not only did the pupils develop an awareness of the cultural identity of distant peers, but their sense of responsibility, self-esteem and motivation benefited. This particularly helped less able and quieter pupils. There was unexpected rôle reversal when children helped their teachers within an ICT context, a situation not found elsewhere in the curriculum. Additionally, there were beneficial effects on literacy, group work independent learning. The commitment of the teachers to continue this cross-national work with limited support is a measure of its potential sustainability.
    LanguageEnglish
    Pages55-84
    JournalCurriculum Journal
    Volume14
    Issue number1
    DOIs
    Publication statusPublished - 1 Jan 2003

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    pupil
    communication technology
    information technology
    teacher
    Ireland
    education
    commitment
    technical training
    sense of responsibility
    curriculum
    group work
    cultural identity
    quantitative method
    qualitative method
    self-esteem
    republic
    literacy
    sustainability
    school
    learning

    Cite this

    Austin, R ; Abbott, Lesley ; Mulkeen, A ; Metcalfe, N. / 'Dissolving Boundaries:cross-national cooperation through technology in education'. In: Curriculum Journal. 2003 ; Vol. 14, No. 1. pp. 55-84.
    @article{f88ed76630944f749574c148f5db0a8c,
    title = "'Dissolving Boundaries:cross-national cooperation through technology in education'",
    abstract = "This article reports research on cross-national co-operation through Information and Communications Technology (ICT), within the statutory curricula of Northern Ireland and the Republic of Ireland. Using quantitative and qualitative methods, the views and experiences of teachers in partner schools in the north and south of Ireland were sought on the capacity and potential of asynchronous computer conferencing and videoconferencing to generate collaborative work in a cross-border setting, to promote cultural awareness among primary and post-primary pupils, and to improve teacher and pupil competence in ICT. The results showed a significant improvement in ICT competence, that technical training, enthusiasm and commitment were the key factors for success, and that not only did the pupils develop an awareness of the cultural identity of distant peers, but their sense of responsibility, self-esteem and motivation benefited. This particularly helped less able and quieter pupils. There was unexpected r{\^o}le reversal when children helped their teachers within an ICT context, a situation not found elsewhere in the curriculum. Additionally, there were beneficial effects on literacy, group work independent learning. The commitment of the teachers to continue this cross-national work with limited support is a measure of its potential sustainability.",
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    note = "Reference text: Abbott, L., Dallat, J. & Robinson, A. (1995) Videoconferencing in Continuing Education: an evaluation of its application to professional development at the University of Ulster (1990-95), Educational Media International, 32(2), 77-82. Astington, J. & Peletier, J. (1996) The Language of the Mind: its role in teaching and learning. In Olsan and Torrance (eds) Handbook of Education and Human Development. London: Blackwell Publications. Austin: Roger, some of your refs to go in at appropriate points Barber, B. (1989) Public Talk and Civic Action: education for participation in a strong democracy, Social Education, 53(6), 355-356, 370. Chen, A-Y. & Looi, C-K. (1999) Teaching, learning and inquiry strategies using computer technology, Journal of Computer Assisted Learning, 15, 162-172. Department of Education and Science (2001) Blueprint for the Future of ICT in Irish Education: Three Year Strategic Plan 2001 –2003. Dublin: DES. Department of Education for Northern Ireland (1997) A Strategy for Education Technology in Northern Ireland. Bangor: DENI. Department of Education for Northern Ireland (2002) Education Technology Strategy for Northern Ireland – Newsletter No. 4. Bangor: DENI. Engle, S. & Ochoa, A. (1988) Education for democratic citizenship: decision making in the social studies. New York: Teachers College Press. Hahn, C.L. (1998) Becoming apolitical: comparative perspectives on citizenship education. Albany, New York: State University of New York Press. Hammond, M. (2000) Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach, Computers and Education, 35, 251-262. International School Partnerships Through Technology (2002) (http://www.ga.unc.edu/NCCIU/ispt/). Jonassen, D.H. (2000) Transforming Learning with Technology: Beyond Post-modernism or Whoever Controls the Technology Creates the Reality, Educational Technology, March-April, 21-25. Larson, B. (2001) Comparing Student Participation during Classroom Discussion and Threaded Electronic Discussion. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA, April 13. Pea, R. (1994) Seeing what we build together: distributed multimedia learning environments for transformative communications. Journal of the Learning Sciences, 3(1), 285-299. Tiene, D. & Luft, P. (2001) Teaching in a technology-rich classroom, Educational Technology, July-August, 23-31. Tomasello, M., Fruger, A. & Ratner, H. (1993) Cultural Learning, Behaviour and Brain Sciences, 16, 495-552. Vygotsky, L.S. (1978) Mind in Society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.",
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    'Dissolving Boundaries:cross-national cooperation through technology in education'. / Austin, R; Abbott, Lesley; Mulkeen, A; Metcalfe, N.

    In: Curriculum Journal, Vol. 14, No. 1, 01.01.2003, p. 55-84.

    Research output: Contribution to journalArticle

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    N2 - This article reports research on cross-national co-operation through Information and Communications Technology (ICT), within the statutory curricula of Northern Ireland and the Republic of Ireland. Using quantitative and qualitative methods, the views and experiences of teachers in partner schools in the north and south of Ireland were sought on the capacity and potential of asynchronous computer conferencing and videoconferencing to generate collaborative work in a cross-border setting, to promote cultural awareness among primary and post-primary pupils, and to improve teacher and pupil competence in ICT. The results showed a significant improvement in ICT competence, that technical training, enthusiasm and commitment were the key factors for success, and that not only did the pupils develop an awareness of the cultural identity of distant peers, but their sense of responsibility, self-esteem and motivation benefited. This particularly helped less able and quieter pupils. There was unexpected rôle reversal when children helped their teachers within an ICT context, a situation not found elsewhere in the curriculum. Additionally, there were beneficial effects on literacy, group work independent learning. The commitment of the teachers to continue this cross-national work with limited support is a measure of its potential sustainability.

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