Blended and Online Learning for Global Citizenship: New Technologies and Opportunities for Intercultural Education. Routledge Research in International and Comparative Education

By showcasing international, European, and community-based projects, this volume explores how online technologies and collaborative and blended learning can be used to bolster social cohesion and increase students’ understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, __Blended and Online Learning for Global Citizenship__ draws timely attention to the global lessons being learned from the impact of these technologies on peace building, community development, and acceptance of difference.In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the authors’ previous work __Online Learning and Community Cohesion__ (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text. By showcasing international, European, and community-based projects, this volume explores how online technologies using collaborative and blended learning can be used to bolster social cohesion and increase students’ understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, Blended and Online Learning for Global Citizenship draws timely attention to the global lessons being learned from the impact of these technologies on peace building, community development, and acceptance of difference. In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the authors’ previous work Online Learning and Community Cohesion (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text. Cover 1 Half Title 2 Series Page 3 Title Page 4 Copyright Page 5 Dedication Page 6 Contents 8 List of tables 9 Acknowledgments 10 About the Authors and Contributors 12 1 Blended Learning in an Age of Conflict 16 2 Shared Education in Northern Ireland: Systemic Change Through Blended Learning 46 3 Lessons Learned From 15 Years of Multicultural Online Collaborative Learning in Israel 74 4 Building Cultural Awareness and Understanding in Europe’s Schools: Insights From the European Commission’s eTwinning Programme 107 5 International Links and Global Citizenship 137 6 Blended and Online Collaborative Learning for Citizenship in Catalonia, Spain 166 7 Promises Fulfilled and Challenges Ahead 188 Index 212 Blended,learning;,Online,technologies;,Global,Citizenship,Education;,Comparative,Education;,Intercultural,Education;,Intercultural,competence;,Conflict,education;,Collaborative,learning,online;,Northern,Ireland;,Israel;,Catalonia;,European,Union;,Social,media,in,education;,Digital,technologies;,Development;,Politics,of,Education;,Face-to-Face,contact;,Online,Communication;,Inter-school,Contact;,Immersive,technology;,E-Twinning;,iEarn;,the,Global,Classroom;,Teacher,education;,Teacher,professional,development;,Convergence,theory;,ICT,education Blended learning,Online technologies,Global Citizenship Education,Comparative Education,Intercultural Education,Intercultural competence,Conflict education,Collaborative learning online,Northern Ireland,Israel,Catalonia,European Union,Social media in education,Digital technologies,Development,Politics of Education,Face-to-Face contact,Online Communication,Inter-school Contact,Immersive technology,E-Twinning,iEarn,the Global Classroom,Teacher education,Teacher professional development,Convergence theory,ICT education "By showcasing international, European, and community-based projects, this volume explores how online technologies, collaborative and blended learning can be used to bolster social cohesion, and increase students' understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, Blended and Online Learning for Global Citizenship draws timely attention to the global lessons being learned from the impact of these technologies on peace-building, community development, and acceptance of difference. In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the editors' previous work Online Learning and Community Cohesion (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text. William J. Hunter is Professor of Education at Ontario Tech University, Canada and a Professor Emeritus at the University of Calgary, Canada. Roger Austin is Emeritus Professor of Education at Ulster University, Northern Ireland"-- Provided by publisher By showcasing international, European, and community-based projects, this volume explores how online technologies and collaborative and blended learning can be used to bolster social cohesion and increase students' understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, "Blended and Online Learning for Global Citizenship" draws timely attention to the global lessons being learned from the impact of these technologies on peace building, community development, and acceptance of difference. In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the authors' previous work "Online Learning and Community Cohesion" (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text. [For "Online Learning and Community Cohesion: Linking Schools," see ED615487.]