MURAL - Maynooth University Research Archive Library

    Assessing impact of ICT intercultural work

    Rickard, Angela and Grace, Alma R.C. and Austin, Roger S.P. and Smyth, Jane M. (2014) Assessing impact of ICT intercultural work. International Journal of Information and Communication Technology Education, 10 (3). pp. 1-18. ISSN 1550-1876

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    This article reports on a school-based ICT initiative, called Dissolving Boundaries (DB) which links primary, (students aged 5-11), post-primary (students aged 12-18) and special schools (students aged 5-18) in partnerships across the border between Northern Ireland and the Republic of Ireland. The aim of the research was to investigate if participation in DB was associated with an increased awareness and understanding of life on the other side of the border. The ICT skills of students were also probed. Two cohorts of students were used in the study, one which had taken part in the Dissolving Boundaries program during an academic year and another cohort of similar age in the same schools, which had not taken part. Findings suggest that participation in the program contributed to students’ knowledge and awareness in general of the other jurisdiction. In terms of collaborative work, a large majority of DB students agreed that they could learn something new from working with another school. Participating students in the DB program showed much higher competence in those ICT skills associated with communication and collaboration than their non-participant peers.

    Item Type: Article
    Keywords: Collaboration; Contact Hypothesis; Cultural awareness; ICT; School;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 11420
    Identification Number:
    Depositing User: Angela Rickard
    Date Deposited: 23 Oct 2019 16:29
    Journal or Publication Title: International Journal of Information and Communication Technology Education
    Publisher: IGI Global
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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