The Role of ICT in Bridge-Building and Social Cohesion; theory, policy and practice issues

R.S.P Austin

    Research output: Contribution to journalArticle

    Abstract

    This paper reports on the evaluation of a major programme which is using telecommunications to link teachers and pupils both across the political boundary between Northern Ireland and the Republic of Ireland and across the boundaries of ‘mainstream’ schooling and those children in ‘special schools’. The paper examines the ‘contact hypothesis’ as a theoretical model for educational work supported by ICT and considers the impact of the programme on both teachers and students. It concludes that contact based on sustained curricular and social interaction has an effect on children’s perceptions of each other. This effect is most marked when contact is between two schools, one on each side of the border. The author suggests that the management of the programme, based on a bi-lateral agreement between two government departments and a partnership between two universities with other key stakeholders, provides a model of international cooperation.
    LanguageEnglish
    Pages145-161
    JournalEuropean Journal of Teacher Education
    Volume29
    Issue number2
    Publication statusPublished - May 2006

    Fingerprint

    social cohesion
    contact
    international cooperation
    teacher
    school
    telecommunication
    Ireland
    republic
    pupil
    stakeholder
    university
    interaction
    evaluation
    management
    student

    Keywords

    • ICT schools bridge-building social cohesion

    Cite this

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    title = "The Role of ICT in Bridge-Building and Social Cohesion; theory, policy and practice issues",
    abstract = "This paper reports on the evaluation of a major programme which is using telecommunications to link teachers and pupils both across the political boundary between Northern Ireland and the Republic of Ireland and across the boundaries of ‘mainstream’ schooling and those children in ‘special schools’. The paper examines the ‘contact hypothesis’ as a theoretical model for educational work supported by ICT and considers the impact of the programme on both teachers and students. It concludes that contact based on sustained curricular and social interaction has an effect on children’s perceptions of each other. This effect is most marked when contact is between two schools, one on each side of the border. The author suggests that the management of the programme, based on a bi-lateral agreement between two government departments and a partnership between two universities with other key stakeholders, provides a model of international cooperation.",
    keywords = "ICT schools bridge-building social cohesion",
    author = "R.S.P Austin",
    note = "Contact rsp.austin@ulster.ac.uk Reference text: Allport,G.W ( 1954) The nature of prejudice. New York: Addison-Wesley. Austin,R. Abbott,L. Mulkeen,A. and Metcalfe,N. ‘Dissolving Boundaries in the North and South of Ireland: cross-national cooperation through ICT in Education’, www.dissolvingboundaries.org Austin,R. Abbott,L. Mulkeen and Metcalfe, ‘The Global Classroom: collaboration and cultural awareness in the north and south of Ireland’, www.dissolvingboundaries.org Austin, R., Smyth, J., Mallon, M., Mulkeen, A. and Metcalfe, N. ‘Dissolving Boundaries: supporting transformation in the classroom?’ www.dissolvingboundaries.org Austin, R., Abbott, L., Mulkeen, A. and Metcalfe, N. ‘Dissolving Boundaries: cross-national cooperation through technology in education’, The Curriculum Journal, 14(1) 2003. Abbott, L., Austin, R., Mulkeen, A. and Metcalfe, N. ‘The global classroom: advancing cultural awareness through collaboration using ICT’, European Journal of Special Education, Vol.19, No.2, pp225-240. Austin, Roger 'The European Studies (Ireland and Great Britain) Project,' Approaches to the European Dimension in Teacher Education, ed. Andrew Convey, August 1992. Barton K.C, McCully A.W. and Conway M. (2003) ‘History and National Identity in Northern Ireland’, International Journal of History Learning, Teaching and Research, Vol. 3 no. 2. Cifuentes,L. and Murphy,K.L ( 2000) Promoting multicultural understanding and self-concept through a distance learning community:cultural connections, Educational Technology Research and Development, 48(1) 69-83. Gage. J., Nickson,M. and Beardon,T, (2002) Can Videoconferencing contribute to teaching and learning? The experience of the Motivate Project. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter. http://www.leeds.ac.uk/educol/documents/00002264.htm http://europa.eu.int/comm/education/programmes/socrates/comenius/index_en.html http://www.etwinning.net/ww/en/pub/etwinning/about/questions_and_answers.htm#1 Hewstone M. Cairns.E, et al, ‘ Intergroup Contact in a Divided Society: Challenging Segregation in Northern Ireland’, in The Social Psychology of Inclusion and Exclusion, eds. Abrams, D., Marques,J.M., and Hogg.M.A. Philadelphia, forthcoming, 2005. Istance, D. (2004) ‘Knowledge Management in the Learning Society’, OECD/CERI, Paris. Istance, D. (2004) Innovation in the Knowledge Economy: implications for education and learning systems, OECD/CERI, Paris. Gaertner, S. L. and Dovidio, J. F. (2000). Reducing Intergroup Bias: The Common Ingroup Identity Model. Philadelphia, PA: Psychology Press. Glaser, J. and Kahn, K.B. (2004). Prejudice, Discrimination, and the Internet. McCluskey, A. Schooling: A Sustainable Learning Organisation? ERNIST organisational change study, CTIE 2004. Meagher, M. E. and Casta{\~n}os, F. (1996). Perceptions of American Culture: The impact of an electronically-mediated cultural excahnge program on Mexican high school students. In Herring, S. C. (Ed.) Computer-mediated communication: Linguistic, social and cross-cultural perspectives (pp. 187-202). Philadelphia: John Benjamins. Mykytyn, I. ( 1998) A Practical Guide to Video-conferencing. Report prepared for the Scottish Council for Educational Technology. http://www.svtc.org.uk Pettigrew, T.F., & Tropp, L.R. (2000). Does intergroup contact reduce prejudice? Recent meta-analytic findings. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 93-114). Mahwah, NJ: Erlbaum. Pettigrew, T.F., & Tropp, L.R. (2004). A meta-analytic test of intergroup contact theory. Unpublished manuscript, University of California, Santa Cruz. Postmes, T., Spears, R., & Lea, M. (1998). Breaching or building social boundaries? SIDE-effects of computer-mediated communication. Communication Research. Special Issue: (Mis)communicating Across Boundaries, 25, 689-715. Postmes, T., Spears, R., & Lea, M. (2002). Inter-group differentiation in computer-mediated communication: Effects of depersonalization. Group Dynamics. Special Issue: Groups and Internet, 6, 3-16. Sundberg, P.A. (2001). Building Positive Attitudes Among Geographically Diverse Students: The Project 1-57 Experience. National Educational Computing Conference, “Building on the Future”, July 25-27. Thorpe,R.( 1998) The use of personal video-conferencing with special needs pupils from three schools serving rural areas; a case study of successful adoption of new technology. Journal of Information Technology for Teacher Education, 7(3). Reynolds D.; Treharne D.; Tripp H. (2003) ICT—the hopes and the reality British Journal of Educational Technology, 34. 151-167. Stephan,W.G and Stephan,C.W (1984). The role of ignorance in intergroup relations. In Miller,N. and Brewer,M.B (Eds) Groups in Contact: The psychology of desegregation, Orlando, FL: Academic Press This Island We Live On. http://www.ulst.ac.uk/thisisland/intro.html",
    year = "2006",
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    }

    The Role of ICT in Bridge-Building and Social Cohesion; theory, policy and practice issues. / Austin, R.S.P.

    In: European Journal of Teacher Education, Vol. 29, No. 2, 05.2006, p. 145-161.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - The Role of ICT in Bridge-Building and Social Cohesion; theory, policy and practice issues

    AU - Austin, R.S.P

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