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Modelling Digital Natives' International Collaboration: Finnish-Korean Experiences of Environmental Education
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Modelling Digital Natives' International Collaboration: Finnish-Korean Experiences of Environmental Education

Author: Irja Leppisaari; Okhwa Lee
Publisher: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Edition/Format: Article Article : English
Publication:Educational Technology & Society, v15 n2 p244-256 2012
Summary:
A new generation of young learners often described as digital native school children are attitudinally and technically equipped to employ social media as a social process in learning. However, few international virtual learning projects have been implemented and researched. This article examines a trial which aimed to combine viable technology with future pedagogic solutions for primary students from Korea and  Read more...
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Details

Document Type: Article
All Authors / Contributors: Irja Leppisaari; Okhwa Lee
ISSN:1436-4522
Language Note: English
Unique Identifier: 826379729
Awards:
Description: 13

Abstract:

A new generation of young learners often described as digital native school children are attitudinally and technically equipped to employ social media as a social process in learning. However, few international virtual learning projects have been implemented and researched. This article examines a trial which aimed to combine viable technology with future pedagogic solutions for primary students from Korea and Finland and create an international collaboration model in virtual learning for environmental education. The results show various challenges of the operational model and suggest effective implementation strategies. The challenges were organisational, language, technical and collaboration barriers. The operational model illustrates possibilities of implementing cyber space pedagogy, visualization of knowledge using technology, cyber spaces for collaboration, and the motivational impetus provided by the model. This pilot study demonstrates the need to increase greater interactivity between teachers from the partner countries during the planning phase and provide more authentic interaction for inter-learner dialogue. (Contains 1 table and 4 figures.)

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