By Anastasia Gouseti (auth.)
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Additional info for Digital Technologies for School Collaboration
As such, the “UK–German Connection” seeks to foster contact and understanding between schools in these two countries through participation in “the voyage,” an online portal. Similarly, “Schola-21” is a web-based collaborative platform where teachers can set up an online “project room” and individual pupils and groups can create their personal profile and get together “virtually” to exchange ideas and take part in collaborative projects with the use of email, forums, chat rooms, and the project room.
Gouseti, Digital Technologies for School Collaboration © Anastasia Gouseti 2014 28 l Digital Technologies for School Collaboration toward the educational theories that underpin the implementation of social media in education. In particular, the chapter reviews in brief theories of learning, theories of online communities of practice and k nowledge-building networks, and other theories of individual and organization improvement in education. The third part of the chapter explores social media use in practice and presents an overview of findings from research studies on the educational implementation of digital technologies.
From this perspective, although some changes have taken place within formal educational settings during the past decades particularly with regard to technological infrastructure, the social structures and powers of schools have, to some extent, remained intact. As a result, despite the generous investment in, and increased presence of the relevant infrastructure in schools, computers have been often found to be unused or underused (Zhao and Frank 2003). In light of the above, it is worth exploring whether the opportunities that digital technologies and, in particular social media, entail will prove worthwhile of the hype of web-based school collaboration.