Roger Austin – författare

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 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.

This is the first full-scale study of France under the Vichy regime to bring together much of the research on the resistance. Offering striking new perspectives on the history and culture of the period, prominent scholars present a comprehensive overview of this short but momentous period in French history.

National governments and multi-national institutions are spending unprecedented amounts of money on ICT on improving the overall quality of school learning, and schools are increasingly expected to prepare young people for a global economy in which inter-cultural understanding will be a priority. This book explores and analyzes the ways ICT has been used to promote citizenship and community cohesion in projects that link together schools in different parts of the world. It examines the theoretical framework behind such work and shows the impact of initiatives in the Middle East, Canada, the USA, England, Northern Ireland, the Republic of Ireland and elsewhere in the European Union.This is a critical examination of the technologies that have been deployed, the professional development that has been provided and an evaluation of what constitutes good practice, particularly in terms of what collaborative learning really means for young people. Many of these initiatives have enabled young people to develop more positive relations with culturally and religiously different neighbours, but this work has just begun. Continuing international tensions over matters of identity and faith require that we better understand the political context for such work so that we might shape future directions more deliberately and more clearly.

This book, first published in 1985, examines various aspects of the intellectual achievements of writers and artists in the Vichy period; a strong emphasis on the ambiguity of much of their work emerges from the research. It goes a long way in answering the question of what it was like living under the fascist Vichy regime, and what the collaborators and resistance thought about their purpose and patriotism.

This book, first published in 1985, examines various aspects of the intellectual achievements of writers and artists in the Vichy period; a strong emphasis on the ambiguity of much of their work emerges from the research. It goes a long way in answering the question of what it was like living under the fascist Vichy regime, and what the collaborators and resistance thought about their purpose and patriotism.

National governments and multi-national institutions are spending unprecedented amounts of money on ICT on improving the overall quality of school learning, and schools are increasingly expected to prepare young people for a global economy in which inter-cultural understanding will be a priority. This book explores and analyzes the ways ICT has been used to promote citizenship and community cohesion in projects that link together schools in different parts of the world. It examines the theoretical framework behind such work and shows the impact of initiatives in the Middle East, Canada, the USA, England, Northern Ireland, the Republic of Ireland and elsewhere in the European Union.This is a critical examination of the technologies that have been deployed, the professional development that has been provided and an evaluation of what constitutes good practice, particularly in terms of what collaborative learning really means for young people. Many of these initiatives have enabled young people to develop more positive relations with culturally and religiously different neighbours, but this work has just begun. Continuing international tensions over matters of identity and faith require that we better understand the political context for such work so that we might shape future directions more deliberately and more clearly.

E-schooling: Global Messages from a Small Island looks at how an entire school system is starting to transform learning through ICT. It is based on an evaluation of ICT work in a wide range of schools in Northern Ireland and askes what it takes to change learning through technology in what we call 'e-schooling'. The book sets analyzes and suggests answers to two key questions:can the intervention of government and the forging of strategic alliances with providers of education and of technology bring about systemic change? without radical reform of curriculum, assessment and learning are computers any more than a frill?The authors, an education technology strategist and inspector, and a teacher education specialist, map out the complexities for those involved in teaching, training and evaluating in what is probably one of the most far reaching changes to education ever seen.This book puts the spotlight on the costs and benefits of e-schooling and asks some hard-hitting questions of those involved in educating young people in schools at the start of the twenty-first century.

E-schooling: Global Messages from a Small Island looks at how an entire school system is starting to transform learning through ICT. It is based on an evaluation of ICT work in a wide range of schools in Northern Ireland and askes what it takes to change learning through technology in what we call 'e-schooling'. The book sets analyzes and suggests answers to two key questions:can the intervention of government and the forging of strategic alliances with providers of education and of technology bring about systemic change? without radical reform of curriculum, assessment and learning are computers any more than a frill?The authors, an education technology strategist and inspector, and a teacher education specialist, map out the complexities for those involved in teaching, training and evaluating in what is probably one of the most far reaching changes to education ever seen.This book puts the spotlight on the costs and benefits of e-schooling and asks some hard-hitting questions of those involved in educating young people in schools at the start of the twenty-first century.