Bridging School-Subjects and Distances in Upper Secondary Schools

Autor/inn/en	Lindberg, J. Ola; Sahlin, Susanne
Titel	Bridging School-Subjects and Distances in Upper Secondary Schools
Quelle	In: Campus-Wide Information Systems, 28 (2011) 3, S.144-153 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-0741
DOI	10.1108/10650741111145670
Schlagwörter	Secondary Schools; Teacher Role; Barriers; Interviews; Position Papers; Case Studies; Integrated Curriculum; International Cooperation; Partnerships in Education; Technology Uses in Education; Heritage Education; Teaching Methods; Participant Satisfaction; International Educational Exchange; European Union; Sweden + Suchen Sie Ihr Suchwort? Sekundarschule; Lehrerrolle; Interviewing; Interviewtechnik; Positionspapier; Case study; Fallstudie; Case Study; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulpartnerschaft; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Internationaler Austausch; Schweden
Abstract	Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system. Findings: Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high--authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role. Originality/value: The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10