The Open Wings Project: Transforming Students' Perceptions of Self and Society through the Development of the Homonomous Self

Autor/inn/en	Pyrini, Nancy; Varonis, Orestes Johns; Varonis, Evangeline Marlos
Titel	The Open Wings Project: Transforming Students' Perceptions of Self and Society through the Development of the Homonomous Self
Quelle	In: International Journal of Information and Learning Technology, 34 (2017) 2, S.83-101 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-09-2016-0049
Schlagwörter	Foreign Countries; Elementary School Students; Self Concept; Program Implementation; Program Effectiveness; Videoconferencing; International Programs; Pretests Posttests; Student Attitudes; Attitude Change; Knowledge Level; Student Projects; Immigrants; Refugees; Learning Activities; Statistical Analysis; Qualitative Research; Greece (Athens) + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Schülerverhalten; Attitudinal change; Einstellungsänderung; Wissensbasis; Schulprojekt; Immigrant; Immigrantin; Immigranten; Flüchtling; Lernaktivität; Statistische Analyse; Qualitative Forschung
Abstract	Purpose: The purpose of this paper is to report the implementation and outcomes of the "Open Wings" project, a continuing effort to create a community of self-directed elementary school learners and to enhance their homonomy. Technology-enhanced international videoconference presentations resulted in both knowledge gains and attitude changes. These, in turn, inspired creative, collaborative interdisciplinary projects through which students demonstrated that they could embed themselves in contexts that contribute to homonomous identification and development. Design/methodology/approach: Over the 2015-2016 school year, interactive international video conferences were delivered to first and sixth grade classrooms in two elementary schools in Athens, Greece. Topics included a personal immigration story and responsible citizenship. Impact was measured quantitatively by a pre-test/post-test design that measured changes in knowledge and attitudes and qualitatively by student group projects at six stations inspired by e-reflect methodology. Findings: Students demonstrated gains in factual knowledge and changes in attitudes toward immigrants and refugees. Individual and group work at each station revealed that they could plan, research, and present projects that demonstrated their personal sense of self and their place in the community. Originality/value: With many in Greece directly affected by the economic crisis and an influx of refugees and immigrants, students feel they have no control over their lives and become fearful of outsiders. Even when resources are limited, innovative use of learning technologies can help educate students in the prescribed curriculum and guide them beyond hopelessness to see themselves as empowered individuals who can enrich their own lives and those of their communities. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01