European Journal of Special Needs Education
Vol. 19, No. 2, June 2004
ISSN 0885–6257 (print)/ISSN 1469–591X (online)/04/020225–16
© 2004 Taylor & Francis Ltd
DOI: 10.1080/08856250410001678504
The global classroom: advancing
cultural awareness in special schools
through collaborative work using ICT
Lesley Abbott
*
1
, Roger Austin
1
, Aidan Mulkeen
2
& Nigel
Metcalfe
2
1
2
National
Taylor and Francis Ltd REJS190206.sgm
10.1080/08856250410001678504 European Journal of Special Needs Education
0885-6257 (print)/1469-591X (online) Original Article 2004 & Francis Ltd 19
2000000June 2004 L.Abbott School of Education, Room
B114University of UlsterCromore RoadColeraineCo.
This paper reports research on cross-national collaboration
through Information and Communications
Technology (ICT) within the statutory curricula of 10 special
schools in
the
using asynchronous
computer conferencing and videoconferencing. The full spectrum of learning
difficulty and disability
was represented amongst the participating pupils. Interviews were conducted
to elicit the views and
experiences of the teachers in the 2002/03 cohort. The main aims were to
discover whether cultural
awareness developed through joint tasks using the two technologies, if
computer conferencing
improved literacy and ICT skills, and if videoconferencing enhanced oral
communication. The results
showed that cultural awareness developed as far as cognition allowed,
when pupils in partner schools
became aware of similarities as well as differences. Those with sufficient
keyboard ability
benefited from computer conferencing and ICT competence improved, but
the much preferred medium for
collaborative, inter-school work was videoconferencing. All but the
most dependent pupils could
participate, and valuable, transferable social and communication skills
were acquired.
Keywords:
Collaboration; Cultural awareness; ICT; Inclusion
Background
The cross-national initiative, Dissolving Boundaries through
Technology in Education,
introduced in 1999,
involves collaborative work in special and mainstream
schools in
of Education in the north and
the Department of Education and Science in the
*Corresponding author:
Coleraine, Co.
226
L. Abbott
et al.
south, and managed by
staff in the
at Maynooth
in the
educationally valuable
collaborative work, develop their Information and Communications
Technology (ICT) skills and become culturally aware. This paper focuses
on
the full population of special
schools participating in the school year 2002/03.
Project structure
So far, 112 schools have taken part in the Dissolving Boundaries
through Technology
in Education initiative, each
linked at the start of the school year with a compatible
school in the same
sector (primary, post-primary or special), and led in each case
by a designated project
teacher. Sixty schools were involved in 2002/03, 30 in each
country, and another 60
joined the project in 2003/04; funding has recently been
obtained for a further
three years.
1
Each pair has the freedom to choose and plan their joint topic,
and in the case of
the 2002/03 special schools, the
approach was cross-curricular. For example, if the
topic was based on the
environment, it could embrace geography, art, aspects of literacy
and oral language. Project
funding enables partner schools to meet face-to-face to
consolidate teacher and
pupil relationships.
The term ‘dissolving boundaries’ has multiple strands—that is,
cross-national,
inter-cultural and in terms of
religion and gender. Moreover, links exist between
contrasting education
systems, between urban and rural communities, and between
different school enrolment
types (boys’ and girls’ schools and coeducational). Some
cross-sector collaboration
occurred, as two of the special schools had mainstream
primary partners.
Forms of technology
The forms of technology used by the participating schools are
asynchronous
computer conferencing
through the Northern Ireland Network for Education
(NINE), the
videoconferencing.
First, as well as publishing educational resources electronically,
NINE offers a textbased
conferencing facility (based
on Web Crossing software) that supports threaded
discussions. Messages can be
read in sequence, a ‘conversation’ sustained using the
reply button and
enclosures ‘posted’. This communication system is open to a group
rather than
individuals; it is a protected site and can only be used with the permission
of the project team. Users must
first register on NINE, create a username and password,
and be placed on an access list.
For each pair of linked schools, two discussion areas are set up
in NINE, so that
pupils can embark on
their topic, one a ‘student café’ for social communication and
the exchange of personal
profiles and the other a ‘work in progress’ folder for the
discussion and presentation
of collaborative, curricular tasks. Inter-school work can
The global classroom
227
include PowerPoint
presentations, or lead to the development of joint websites using
FrontPage. There is a
section for project teachers in each school to maintain contact
(the ‘staffroom’), and an area for
project staff to communicate with the teachers
collectively (‘Teachers
please read this’).
Secondly, pupils use live, interactive videoconferencing to make
contact with each
other in ‘real’ time.
Project teachers receive training in both of these technologies and
technical assistance is
readily available.
Government ICT strategies
The education departments in the north and south of
integration of ICT into the
curricula of
all
school sectors, and the
potential for educational
enrichment ‘applies with
even greater force’ to pupils with special educational
needs (DENI, 1997, p.
14). The capacity of Dissolving Boundaries to contribute to
this is examined
here. Additionally, the central strategy of Classroom 2000 (C2K),
the Managed Learning Environment
(MLE) for schools in
strongly supported by,
and reflected in, this cross-national work. The project thus
complies with the ICT
strategies of the government education departments in both
the north and south of
facilitating cross-national
dialogue.
Research aims
The research reported here forms part of a wider study evaluating
the use of computer
conferencing and
videoconferencing by distantly located pupils in both special and
mainstream schools. The
aims were:
_
to determine the extent to
which cultural awareness developed amongst pupils
through collaborative,
curricular work using ICT;
_
to determine whether and in
what ways computer conferencing fostered cultural
awareness;
_
to identify ways in which the
use of computer conferencing improved pupils’ literacy
and ICT skills;
_
to determine whether and in
what ways videoconferencing fostered cultural awareness;
_
to identify ways in which the
use of videoconferencing improved pupils’ oral and
communication skills.
Context of the study
There is a convincing educational rationale for the creation of a
collaborative learning
environment in schools using
ICT:
Etymologically, to collaborate (
co-labore
) means to work together, which implies a concept
of shared goals, and an explicit
intention to ‘add value’—to create something new or
228
L. Abbott
et al.
different through the
collaboration, as opposed to simply exchanging information or passing
on instructions. (Kaye, 1991,
p. 2)
Pupils working together, using computers, can benefit from
presenting their work to
each other, and from
sharing and having access to more ideas than individual study
permits (McLoughlin & Oliver, 1998). But to go beyond the actual
classroom and
enter the virtual
world of asynchronous computer conferencing and videoconferencing
is to be part of the global
classroom. Considering computer conferencing as a
means of doing so, we
are reminded that it is ‘impossible to use except in collaboration
with others willing
to act as recipients and initiators of messages’ (Scrimshaw,
1997, p. 105): ‘When we interact on-line … we are interacting in a
virtual group: the
group doesn’t
physically exist in one time and one place but is disparate and interacting
asynchronously’ (Maier
et al.
, 1998, p. 124, citing Mason & Kaye, 1989).
Computer conferencing is not just a channel to transmit factual
information, but
can be ‘a powerful tool’ to
enhance literacy skills (Scrimshaw, 1997). Timing is at the
discretion of the
participants, allowing spontaneity, and there is a ‘social levelling’
as
cues to social status
are absent (Maier
et al
., 1998, p. 124).
Videoconferencing is not
new and, until recently, has
been ‘an expensive luxury’ (Mykytyn, 1998, p. 7):
‘Being
able to see where you
cannot go is a fascinating possibility … [and it] can be used to
broaden the horizons of
teachers and pupils.’ As McKeown (2000, p. 41) has
put it:
When you reflect that, in the past, many young people with a
sensory impairment rarely
communicated with anyone who
wasn’t in the same room as them, you begin to appreciate
the impact that technology has
had on their lives. It has opened up a whole world of
contacts and experiences.
Earlier research by the present authors showed a convincing range
of benefits when
pupils in
geographically distant mainstream schools used both technologies. These
included the development
of cultural awareness, an increase in self-esteem and motivation,
and the acquisition and
enhancement of key communication and ICT skills
(
et al.
, 2002).
Videoconferencing among pupils can also raise levels of
academic aspirations and
heighten poise in public speaking (Cifuentes &
Murphy,
2000).
The use of ICT, therefore, has the potential to establish and
support a collaborative
learning community
between learners in locations remote from each other, allowing
them to share
knowledge, clarify thinking, engage in reflective processes and develop
higher-order thinking skills
(Tomasello
et al
., 1993). The presence of a
real audience—
particularly a peer
audience—increases motivation and has the effect of
improving pupils’ work
(Riel & Cohen, 1989; Austin
et al.
, 2002). Tiene and Luft
(2001, p. 26) believed, in any case, that ‘in the technology-rich
classroom … students
were more motivated
and focused because of the stimulation of the technology itself
and the learning opportunities
it facilitated’. Work using ICT lends itself to better
class and group
dynamics. The less able learn from the more able and a stronger sense
of pupil teamwork and
cooperation prevails (
et al.
, 2003).
Any discussion of the benefits of ICT and the pedagogical and
social skills it can
inculcate must clearly be
on an inclusive basis, for ‘Leaving behind a portion of our
The global classroom
229
society hurts us all’ (Loeding, 2002, p. 243). Therefore, where pupils with
special
educational needs are
concerned, the nurturing and enhancing of self-esteem in order
to promote learning is a
priority: ‘It is important to realise that
self-esteem permeates
the child’s whole life and
potentially influences every single learning situation and
action which he takes’
(Gurney, 1988, p. 51). Children and young people with special
needs benefit greatly
from the experience of being included, ‘particularly in terms of
enhanced skills in
language and reading, skills for life and, interestingly, skills for
learning’ (Jelly
et al
., 2000, p. 19). Indeed, Abbott
and Cribb (2001, p. 340) spoke of
‘the possibility of using ICT to bolster
identity, reduce isolation, and bring the special
skills of these schools
and units to the mainstream community, an activity which
would be of mutual
benefit’.
ICT allows those with learning difficulties or disabilities to
accomplish things they
otherwise would not be
able to do, or would have a very difficult time doing, or would
otherwise be denied to
them (Hegarty
et al.
, 2000). It can be used
to enhance their
educational experience,
improving productivity and making learning more enjoyable
(Loeding, 2002). But, as McKeown (2000, p. x) has
warned, looking at how ICT can
support children with
special needs in the classroom, it ‘should not be seen as a new
and separate initiative, to be
implemented in isolation [but] as an integral part of
teaching, learning and
managing, which makes all these tasks easier and more
effective’. All this
reflects the central aims of the Dissolving Boundaries initiative.
Methodology
Since the schools began collaborative work at the start of the
academic year 2002/03,
the data were gathered as late
as possible to allow maximum experience of the project.
Thus, 10 teachers were interviewed in semi-structured fashion
after some seven
months’ participation,
one from each special school, five each from the north and
south of
of their pupils’ experiences.
One class took part in each of the 10 project schools
that made up the full
population for the special sector in 2002/03.
A qualitative approach was chosen for a number of reasons,
primarily to gain the
subjective experiences of
individuals (Cohen & Manion, 1994). The
researchers
already had strong
rapport with the schools through project management, and information
could be gathered of a
kind probably not possible by other data collection
methods (Gall
et al.
, 1996). As Patton (2002)
has said, the quality of information
obtained during an
interview is largely dependent on the interviewer, so it was judicious
to capitalize on trust already
established. Also, the semi-structured interview
can yield factual information,
views and preferences, and can explore individual
episodes in more detail (Drever, 1995). Because of the wide diversity of special
needs
amongst the 10 classes,
this evaluation technique was more likely than, say, the
questionnaire to elicit candid
experiences in the respondents’ own setting and on a
one-to-one basis.
Each interview lasted approximately an hour, was tape recorded and
transcribed
verbatim. A pilot
interview was carried out in a
230
L. Abbott
et al.
Severe Learning Difficulties, as it was part of the only three-way
partnership within
the project with one southern
and two northern schools, thus leaving the full population
intact. The data were analysed under broad headings (see below) to detect
patterns of opinion, to
select fitting illustrative comments from project teachers on
each of the main
research questions and, as part of the qualitative approach, to
enhance and illuminate
the textual account. Care was taken to exemplify the teachers’
experiences in a
representative way in terms of special school category and country,
but to avoid identifying them in
this small group. (‘N’ and ‘S’ hereafter denote respectively,
Findings
The findings were organized under six headings:
_
biographical information
_
social understanding
_
organization and management
of videoconferencing
_
using the technology
to work collaboratively
_
learning benefits
_
inclusion and making the
Dissolving Boundaries initiative work.
Biographical information
There is no precise equivalent between special school categories
in
and the
learning difficulties)
and three SLD (severe learning difficulties) schools. In the
one as ‘Moderate’ and one as
‘Moderate/severe’. In the case of two schools (one
MLD in the north and one Mild/moderate in the south), each was
linked with a mainstream
primary school, an
innovative arrangement within the project.
A total of 120 special needs pupils took part in the study, 73 in
the north and 47 in
the south. The gender breakdown
was 69% male and 31% female. Table 1 shows
that, on the basis of
country too, males far exceeded females.
The pupils were aged between 10 and 18 years, between 10 and 16 in
the north and
between 10 and 18 in the
south. Class sizes ranged from six to 40, with a mean of 12
(see Table 2).
It was difficult to describe such a broad range of learning
difficulties not only across
the 10 schools, but also within
each of the 10 classes. Teachers said, for example:
Table 1. Gender breakdown
of participating pupils in special schools, by country (
N
= 120) (%)
Females Males
N
= 73) 33 67
N
= 47) 28 72
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231
The range was very wide—from borderline MLD [moderate learning
difficulty] to one
child who is quite
low-level SLD [severe learning difficulty], with autism and no speech,
to a child with good
communication skills. There are three with Down’s syndrome.
There are four pupils with mild learning difficulties and most of
the rest are moderate, but
some are quite low functionally.
A third are able to read with understanding, a third
read
with difficulty and a third need
assistance.
Social understanding
Importance of initial social exchanges
Seven of the 10 teachers (5N, 2S) stressed the crucial importance
of the initial
exchanges in the student
café area of NINE, prior to starting topic work:
The initial exchanges were absolutely vital … such as: ‘Where do
you come from?’ In that
way, country living versus town
living was highlighted.
We used the videophone to practise
communication skills before actually contacting our
partner.
The remaining three said their pupils could make little use of
NINE as they could not
communicate by computer
conferencing at all. They perceived far greater advantages
from talking than
writing:
Because of their level of reading and writing, they wanted me to
read out the messages.
They were much more interested in talking.
We tried and it didn’t work. Our kids could not communicate past
their name and
address.
Understanding a different culture
Concerning how far the pupils could understand a different culture
through the use
of computer conferencing, it
became clear that information exchanged in the student
café, in the case of
the seven schools who tried to use it for pupil profiles, contributed
very little or
nothing at all. Six teachers said an unequivocal ‘no’, and one reported
partner pupils’ mutual
surprise on hearing that each played different sports and had
a different religion:
Table 2. Age range and
class numbers of participating pupils in special schools, by country
(
N
= 120) (%)
Age in years (pupil numbers) 10–11 (40) 10–12 (11)
15–16 (6) 11–17 (6)
14–16 (8) 12–14 (10)
15–16 (11) 14–18 (8)
11–15 (8) 16–18 (12)
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L. Abbott
et al.
Our children were only aware of soccer in a predominantly
Protestant school, whereas the
others played hurling
and Gaelic games. There were lighter moments when we were talking
about Easter and the
other children asked: ‘What are you doing for Lent?’ This came
as a shock to our pupils, so we
got their partners to talk about what they gave up and why.
The pupils were more likely to see similarities or simply to see
their partner school as
‘other children’, only a few noticing the
different accents. Most teachers, however, felt
that both sets of
pupils had developed a better understanding of
each other
as a result
of the exchanges that took
place (6: 3N, 3S):
Absolutely, and we were particular about the way in which we
addressed the question of
the pupils having a better
cultural understanding, because we’re aware that it’s to do with
learning about each
other, as well as academic learning through joint tasks. Both schools
are drawing up a joint action
plan for next year … that’s real collaborative work.
It broadened our children’s horizons. At first, they thought the
other pupils were aliens.
Now they realize they are children just like themselves.
They did work as one group—we worked on ‘Our Towns’ and they found
out the same
things about where they
lived, then came together to discuss them, sending each other
PowerPoint slides which helped.
One of the teachers who felt that the two sets of pupils had
not
begun to work as one
group thought that
they needed to see each other ‘in the flesh’ for this to occur.
Developing a sense of place
Just two teachers thought that their pupils had developed a sense
of place through
cross-national work, but this
was because they had met face-to-face (1N, 1S):
The face-to-face meeting made them realize
that the other children were from far away,
somewhere else.
Yes, there was understanding, especially on St Patrick’s Day,
because our partner’s
school was near where
he was laid to rest.
Three felt that development of a sense of place had occurred to a
small extent (3: 2S,
1N), but half said it had not (5: 3N, 2S). Again,
all
believed the children
needed to
meet first:
We took the map out and did some artwork. It’s difficult to gauge
this concept with special
educational needs children.
Those who travel throughout
articulate and have more of
a sense of place.
Our kids are out of mainstream and do not have a sense of belonging
anywhere. Yes, we
looked at the other
pupils’ town on a map, we have been there and our children know it is
a long way away, but they
would not know where it was.
Organization and management of videoconferencing
Approaches to planning and preparation for video conferencing
Practical arrangements for setting up videoconferencing sessions
between linked
schools varied, both in
planning approach and seating arrangements. Six teachers
prepared as a whole class
because of small pupil numbers (3N, 3S):
The global classroom
233
I have very small numbers this year and also school-age mothers
who were off. They
prepare as a group and I
hear them but don’t enter into it, apart from initial input [about]
contacting the other
school. They decide who will speak first and what they’ll talk about.
Four split their classes into groups to plan and prepare. One had
40, two 12 and one
11 pupils:
Preparation is done in three groups. We talk, we tell the pupils
about the kind of interactions
that might occur, and the Dissolving
Boundaries initiative is the ‘independent’ group
and therefore within the bounds
of literacy. It is much easier for me to manage.
We had three groups of two or three, but for special children it’s
quite a lot to ask them
even to remember their partner in
the other school.
Seating formation
Seating arrangements for videoconferencing were often constrained
by the layout of
the rooms available and the
location of the equipment itself, as not all teachers had it
in their own classrooms. Most
seated the pupils in a semicircle (4N), three used the
‘hot-seat’ configuration with one or two at the front (3S), and
three had pupils sitting
in a row (2S, 1N):
They sit in a semicircle with one chair at the front and each
person moves forward when
it’s their turn to speak. They
organized this themselves. The main benefit is having
the
equipment in my own room,
so that the pupils are in familiar surroundings.
Usually we have three pupils and a Learning Support Assistant in a
semicircle at the
videophone, and we use the
TV as we can control the sound better.
The room we used wasn’t ideal—a long room with a long table which
was quite good
for the conference—but if you
wanted to ‘pan in’ or get the whole group’s reaction, it was
awkward. We put three at
the front and three behind and, if someone was talking, put the
phone closer. Better
to move the camera rather than the children.
Using the technology to work collaboratively
Using computer conferencing
Six of the 10 teachers explained that their pupils could not use
NINE although they
tried, two could but
not frequently enough to derive maximum benefit, and two did
so once a week. Nevertheless,
the teachers persevered:
It really has to be every day for special needs. We tried once a
week, but could not get past
basic information. For
those without literacy skills, we sent a message in NINE on their
behalf. They had
something to say, but couldn’t say it without help.
For collaborative work between special schools, you’re asking too
much. Having spoken
to other special school
teachers, I think we have to be realistic. The pupils, in the end, used
one PowerPoint slide, which is
quite a lot to ask of them. You’re talking about quite a lot
of staff input.
We didn’t use NINE very much, but it was still good for the
children to experience it.
One teacher described how she and her partner posted messages to
each other after
the pupils used NINE because it
was thought better, as a routine, to ‘set aside 10
minutes to evaluate how
it all went’.
234
L. Abbott
et al.
Computer conferencing and pupil motivation, confidence and
self-esteem
In spite of limited usage, just under half of the teachers thought
that computer conferencing
had contributed to their pupils’
motivation, confidence and self-esteem, when
asked about each in
turn (2N, 2 S)—not only were they improved, but ‘there was
better expression and
more considered responses’. Three disagreed (1N, 2 S) and
three thought pupils
had been helped in these respects to a certain extent (2N, 1S);
the six teachers explained that
the pupils were too dependent to derive much benefit
from this form of
technology.
Using videoconferencing
By contrast, videoconferencing was considered a
much
more successful
medium for
special needs pupils,
most teachers reporting a weekly session (7: 3N, 4S). However,
experiences differed—usually
for technical reasons with difficulties relating to
connectivity, although the
equipment was tested at each location and the fault diagnosed
as beyond user control.
Videoconferencing and pupil motivation, confidence and self-esteem
Videoconferencing was deemed much better in each respect than
NINE, and all ten
teachers spoke in glowing
terms of improvements in almost all pupils, regardless of
the nature of their special
needs. Typically, comments were positive and revealing,
and worth recording:
Motivation was fantastic—confidence, yes and self-esteem, yes.
They come in on
Thursdays all spruced up with their uniforms on and smelling of
aftershave and deodorant!
Most enjoy videoconferencing. Those less keen to speak still want
to be seen and
involved. The confidence
of the more capable has improved. They seem to be in control.
You can see it when they use the video phone—they’re relaxed,
confident and at ease
with it.
The pupils looked forward to videoconferencing. The confidence of
the less communicative
grew. Self-esteem and
self-identity increased when questions were addressed to
particular people.
Success was attributed to the immediacy of videoconferencing, with
no need for
keyboard skills, and the
‘concrete’ aspect whereby pupils could see and hear ‘real
things’.
Integrating the Dissolving Boundaries initiative into the
curriculum
Nine teachers had no difficulty integrating joint project tasks
into the curricula of
their schools (5N,
4S):
I could see the project’s possibilities as the focus is on pupils
and learning, and I felt
comfortable that it could be
integrated into existing structures. It has worked very, very
well. The social interactions
have moved far beyond what we expected.
The global classroom
235
One teacher said that the themes chosen for topic work suited both
schools, but were
not fully integrated because of
the wide range of special needs:
It was a great way to do a topic—interesting and motivating. The
challenges to integration
were that the other pupils had
different learning difficulties to mine—five out of eight have
reduced hearing and one
of the others had a stammer.
Barriers to joint project work
Seven teachers identified barriers to joint work (2N, 5S) largely
of a practical or organizational
nature, such as
synchronizing videoconferencing sessions, poor picture or
sound quality, a lack
of sustained communication, or delays in one school replying to
the other sometimes unavoidably.
One teacher worried that the requirement for a
completed topic might overshadow
the use and beneficial effects of the technology:
Aiming for perfection! The demand for an end-product detracts from
the use of the technology
as an effective means of
communication.
Two teachers saw few barriers:
Not many because it was well thought out at the planning stage,
and little came as a shock.
I’m not saying that increased effort and adjustments haven’t been
made, but I know this
class got a lot out of
the project and so have I.
There are some here with severe learning difficulties, so it’s
lovely that they’re involved.
It’s sophisticated technology,
but they’re not intimidated by it.
Learning benefits
An impressive list of learning benefits emerged, principally the
special needs pupils’
enhanced social and
communication skills mentioned by all 10 teachers. These
included improved
conversation etiquette—listening more carefully, posing appropriate
questions, more eye
contact and better overall language skills. Challenges were
presented to the pupils as
they interacted with each other through videoconferencing,
whether a
special/special or a special/primary partnership. ICT skills were said to
develop, in most cases,
and some pupils could use PowerPoint. There was better
presentation of work and
improved coordination. Not only could these skills be transferred
to other curricular areas, but
also to adult life. Pupils’ greater motivation,
increased self-esteem and
enjoyment were re-emphasized. One teacher in a special/
primary link said:
The biggest area of learning has been social interaction. The
social skills gained by the
partner pupils have been
quite exceptional, as they challenged our pupils who
knew
they’d
been challenged. When a child who
finds it difficult to interact one-to-one is asked a question,
and the other pupil then waits,
re-phrases it and continues to wait, it’s an excellent
lesson in replying.
Effect of the Dissolving Boundaries initiative on group work
Group work was said by most teachers to have improved through
pupils’ engagement
in collaborative tasks (6: 1N,
5S):
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L. Abbott
et al.
We had pupils who would not normally associate with one another.
Now they are more
tolerant of others, less
self-centred, and they’re listening.
From the four teachers who disagreed, three had classes where the
nature and
extent of learning difficulty
demanded individual support for most pupils and would
have required a
higher adult:pupil ratio for group work, and one had
very small
numbers:
Our pupils all work individually—everything has to be highly
differentiated. If they were
asked to think of and
ask a particular question, that was challenging enough for them in
itself.
It’s very difficult to get a group to work together. In special
schools, children who are
better than the others
group together. One pupil on the Autistic Spectrum is quite isolated
and hasn’t many friends. Group
work is not, therefore, as it is in mainstream.
One teacher, however, noted at least a
sense
of belonging to a group:
The minute I mention the partner school and videoconferencing,
they’re all together, so
that in itself is where they see
themselves as a group. If the project has done nothing else,
it has broken down barriers
here and I’m pleased about that.
Extent of cross-national group work
As for operating as one cross-national group during topic work,
six teachers believed
this had occurred
(4N, 2S):
A lady from
schools were asking
questions and, although she was here, the first question came from our
partners. It was a
brilliant conference! At the start, it was teacher-led and Learning
Support Assistant-led, but now
they
discuss what they’re
going to talk about.
We exchanged two major projects working as a whole group. The
pupils asked each
other what kind of
work they did in class, then each gave the other samples.
Effect of peer audience
Nine teachers thought that the presence of a peer audience had a
beneficial effect on
some pupils’ written
and oral skills (4N, 5S), encouraging more careful preparation
and revision of collaborative
work, and fostering a sense of pride. The pupils began
to consider what was
‘appropriate’ to say:
They edit and revise their work before conferencing and are at the
age when they want to
come across as ‘cool’.
Oral and aural skills improved dramatically. Recapping on the
first videoconferencing
session, I said, ‘You
have to
wait
after you ask a
question’. That was a big learning thing.
The pupils thought carefully before speaking and there was a
greater awareness of what
was appropriate. They often
reverted to known topics, such as
Neighbours
and Man.
United, as well as the prepared topics, as they became
more comfortable with their partners.
The teacher whose pupils could not benefit from the peer audience
effect said it was
because of their severe
learning difficulties.
The global classroom 237
Inclusion and making the Dissolving Boundaries initiative work
Inclusion
Most teachers felt that the Dissolving Boundaries initiative had
contributed significantly
to their school’s policy on
inclusion (8: 3N, 5S), since pupils could be present,
participate and could
achieve, as far as possible, in collaborative work between crossnationally
linked schools. Being
part of a project with mainstream pupils was a major
contribution to inclusive
practice, and the pairing of special with mainstream pupils
proved beneficial to
both:
Everyone is included—even one boy with spina
bifida in a wheelchair—but not a pupil who
is autistic and follows her own
programme.
The project attunes our children to talking to pupils in a
mainstream school and thus
feeling that they are
included.
They were all so proud to be involved. One pupil who would not get
out of her chair to
go to a computer is now first
over! The difference it has made to her is amazing because
she wants to write more.
Making Dissolving Boundaries work
Lastly, the teachers identified the key elements that made
Dissolving Boundaries
work, most referring
to the need for very strong rapport between partners and mutual
enthusiasm (6: 3N, 3S).
Most also spoke of the need for flexibility, cooperation and
adaptability as the project
progressed (6: 3N, 3S). Timetabling had to be planned to
suit both schools—not
always straightforward (2: 1N, 1S)—and easy access to the
technical
equipment—ideally in the teacher’s own room (2: 1N, 1S)—was essential.
The support and interest of other school staff was essential,
particularly the senior
management (5: 3N, 2S):
You need the support of the senior management team, as well as
your colleagues. You
need ‘come and go’ with your
partner school. Be flexible, and if things don’t work, try to
get around them for a solution
and just enjoy it!
Conclusion
We must recognize that the experiences and potential benefits of
the Dissolving
Boundaries initiative, as they relate to pupils in the special
sector, differ in many
respects to those in
mainstream schools. Nevertheless, there is just cause to celebrate
the achievements of both
learners and teachers who have used quite complicated
forms of technology in
an environment where a wide range of learning and behavioural
difficulties, sensory
impairment and physical disability is present. It is acknowledged,
naturally, that this study
involved small numbers and results cannot be readily
generalized. However, there
was sufficient consensus amongst the project teachers on
the main research questions to
convince the researchers of the authenticity of the
qualitative data.
Cultural awareness developed and the pupils were helped to
understand, as far as
cognition allowed, that
they could communicate with children and young people in
238 L. Abbott et al.
another country. Thus
they could go beyond the microcosm of their own classroom
to the ‘global’ classroom using
the form of ICT that suited them best. Isolation was
reduced and the scope
for developing self-identity increased.
Computer conferencing undoubtedly benefited some pupils, but its
use was
constrained by poor literacy
skills or fine motor control. Videoconferencing was the
more successful
medium because of its immediacy and visual stimulus. Those who
were sufficiently
articulate but lacked keyboard ability could experience a measure of
challenge and success. As
Berger et al. (1998, p. VIII-2) said, ‘students with severe
disabilities can find as much
enrichment with the most sophisticated equipment as
can [those] with mild
disabilities’. But no matter how powerful the technology, those
with special
educational needs must have the most appropriate form of ICT (see
McKeown, 2000, p. ix), as amply demonstrated here.
Educationally valuable, collaborative topic work was successfully
integrated into
the curricula of the linked
schools, although barriers could exist when there was a lack
of sustained communication or
difficulty coordinating arrangements. However, as
McKeown (2000) has
stated, integrating technology into teaching will only work if it
helps to meet learning
objectives, and teachers and pupils are confident about using it.
Learning outcomes included enhanced ICT, literacy and
communication skills.
Group work within classrooms improved for all but the most dependent,
and most
teachers believed that
cross-national work as one group had also been achieved.
Moreover, vital social skills grew that could be carried through
to adult life. The
importance of having
nurtured social interaction cannot be over-emphasized, as there
are considerable difficulties in
getting children and young people with special needs
to work together. The teachers
were pleased to report an increase in pupils’ motivation,
confidence and self-esteem,
reflecting Goodison’s (2002, p. 222) comment on
the motivational impact of ICT
on pupils and teachers: ‘The gains in self-esteem and
confidence amongst the
staff are enhanced by the positive feelings they have in
observing the pupils’
commitment and success, so creating a virtuous circle.’ It is to
this ‘virtuous
circle’ that the work of Dissolving Boundaries continues to contribute
as part of the advancement of
global learning.
What, then, made the project work? The key elements for success
were a strong
network of support at a
whole-school level and good relationships between partner
teachers willing to adapt
to one another’s circumstances. Timetabling had to be
compatible, access to the
technical equipment convenient and both partners ICT
literate, with help when
necessary. Similarly, Berger et
al. (1998) identified factors
promoting successful
technology use as training, technical assistance and collaboration.
As one participant put it:
You might have very enthusiastic, confident pupils, but if the
management of the school
and the teachers involved in the
project are not committed to it, it will quite simply fall
apart. If they are, it
will blossom and they can look for ways in which the technology will
serve them.
This programme, supporting two
governments’ education strategies, is working
across national
frontiers spreading good practice and demonstrating that different
The global classroom 239
curricula and different
cultures need not be obstacles to cross-national cooperation.
With respect to inclusion, of central importance is the fact that
the special schools
participated in a project
with mainstream counterparts, some interacting with pupils
in regular classes, in quite a
unique way, to derive social and learning benefits within
the parameters of their own
ability. The Dissolving Boundaries initiative may be seen
as a fitting canvas for
inclusion and an appreciation of diversity in its fullest sense.
Let us conclude by quoting from the mission statement of one
participating school
in its pursuit of the provision
of a quality education, and anticipate that Dissolving
Boundaries, too, ‘will offer a child moments of delight, moments
of insight, moments
of wonder, pride in achievement
and happiness in being accepted’.2
Acknowledgements
The continued support is acknowledged of the Department of
Education in Northern
who play a highly supportive
role in the continued financing of this cross-national
work. Particular
thanks are extended to the project teachers in the special schools who
kindly agreed to be
interviewed.
Notes
1. The equivalent of ‘primary school’ in the
term ‘primary’ is used in this
report as it equates to
2. Reproduced by kind permission of
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