Dissolving Boundaries through Technology in Education 2000 - 2006

Dr. Roger Austin, School of Education University of Ulster &

Ms. Angela Rickard Education Department, National University of Ireland, Maynooth, Co. Kildare.

The Dissolving Boundaries Programme is a cross-border educational initiative that aims to develop principles of good citizenship through collaborative project work. It encourages the building of cultural awareness and mutual understanding through the meaningful integration of technology with curricular topics. The programme derives its theoretical framework from the principles of the Contact hypothesis (Sherif et al, 1961) and uses technology to overcome the barriers that exist between the communities in the north and south of Ireland. The initiative is managed by National University of Ireland, Maynooth in the Republic of Ireland and by The University of Ulster in Northern Ireland and is funded by government departments in the north and south of Ireland. The purpose of this presentation is to describe the programme, detailing the outcomes and lessons learnt during the six years during which the programme has been running.

Participating schools include those from primary, post-primary and Special Schools at both levels. The focus of the projects carried out by participating schools under the auspices of the programme is educational and themes/topics are rooted in the actual class-work of the pupils participating and communication between partner schools is supported through a combination of video and computer conferencing. Added value for the participants, both teachers and pupils, has been the development of their technology skills.

For pupils this includes gaining a familiarity with digital equipment, video-conferencing, computer conferencing and using a virtual learning environment. The initiative has given them meaningful opportunities to hone their skills in using word processing, presentation software and Web page design. In turn therefore their communication and presentation skills develop.

The excitement associated with using technology to bring other pupils from across the ‘border’ into the classroom both by video and computer conferencing increases participation and motivation among the pupils. The aspect of collaboration and of working towards a purposeful exchange of ideas and project outcomes enhances the learning experience for the pupils. Weaker and/or quieter students gain confidence and increased self-esteem through the social interaction established early in the project. Pupil productivity is further increased during the completion of project tasks and as Dissolving Boundaries ensures a large audience to view and interact with the completed work this gives pupils an additional sense of purpose in the work they accomplishe. The sense of excitement in establishing successful links with pupils across the border has been palpable and very evident in written reports supplied on the completion of the projects.

For teachers, in addition to the skills’ training opportunities Dissolving Boundaries provides for them, their involvement has heightened their awareness of the potential that using technology has for their teaching and it has acted as a catalyst for other initiatives within participating schools. Teachers frequently report increased motivation to develop their own skills and the collaborative nature of the programme encourages them to reflect on their approach in the effective use of technology.

The success of the programme can be discerned from the universal and on-going interest schools have expressed in continuing to be part of Dissolving Boundaries. More details on www.disslovingboundaries.org.