Assessing Impact of ICT Intercultural Work

This article reports on a school-based ICT initiative, called Dissolving Boundaries (DB) which links primary, (pupils aged 5-11), post-primary (pupils aged 12-18) and special schools (pupils aged 5-18) in partnerships across the border between Northern Ireland and the Republic of Ireland. The aim of...

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Bibliographic Details
Published in:International journal of information and communication technology education 2014-07, Vol.10 (3), p.1-18
Main Authors: Rickard, Angela, Grace, Alma R.C, Austin, Roger S.P, Smyth, Jane M
Format: Article
Language:English
Subjects:
Analysis
Assessment
Borders
Boundaries
Cohort Analysis
Collaboration
Collaborative work
Communications technology
Computer literacy
Cooperative Learning
Cross Cultural Training
Cultural Awareness
Curriculum
Dissolution
Education
Educational Attitudes
Elementary School Students
Foreign Countries
Information Technology
Intercultural Communication
Interschool Communication
Multiculturalism
Noise levels
Outcomes of Education
Partnerships
Partnerships in Education
Pupils
Recreational Activities
Religious Factors
Secondary School Students
Skills
Special Schools
Student Attitudes
Student Surveys
Students
Technological Literacy
Technology application
Youth Programs
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Summary:This article reports on a school-based ICT initiative, called Dissolving Boundaries (DB) which links primary, (pupils aged 5-11), post-primary (pupils aged 12-18) and special schools (pupils aged 5-18) in partnerships across the border between Northern Ireland and the Republic of Ireland. The aim of the research was to investigate if participation in DB was associated with an increased awareness and understanding of life on the other side of the border. The ICT skills of pupils were also probed. Two cohorts of pupils were used in the study, one which had taken part in the Dissolving Boundaries program during an academic year and another cohort of similar age in the same schools, which had not taken part. Findings suggest that participation in the program contributed to students' knowledge and awareness in general of the other jurisdiction. In terms of collaborative work, a large majority of DB pupils agreed that they could learn something new from working with another school. Participating pupils in the DB program showed much higher competence in those ICT skills associated with communication and collaboration than their non-participant peers.
ISSN:1550-1876
1550-1337
DOI:10.4018/ijicte.2014070101