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Web-based school collaboration has attracted the sustained
attention of educators, policy-makers, and governmental bodies
around the world during the past decade. This book sheds new light
on this topical but ever so complex issue. Drawing on a wealth of
theoretical and empirical work, it presents the various models of
available school twinning programs and explores the cultural,
political, and economic factors that surround the recent enthusiasm
regarding collaborative initiatives. Moreover, the book critically
examines teachers' and students' experiences of web-based school
collaboration. In particular, it develops a realistic perspective
of the range of challenges they face and identifies the host of
technological and non-technological issues that can shape
participation in collaborative programs.
Web-based school collaboration has attracted the sustained
attention of educators, policy-makers, and governmental bodies
around the world during the past decade. This book sheds new light
on this topical but ever so complex issue. Drawing on a wealth of
theoretical and empirical work, it presents the various models of
available school twinning programs and explores the cultural,
political, and economic factors that surround the recent enthusiasm
regarding collaborative initiatives. Moreover, the book critically
examines teachers' and students' experiences of web-based school
collaboration. In particular, it develops a realistic perspective
of the range of challenges they face and identifies the host of
technological and non-technological issues that can shape
participation in collaborative programs.
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