<p>With the introduction of computers and Internet access at many schools, a whole new world of opportunities has opened up within the area of education. In 2005 the European Union eLearning programme introduced an action called eTwinning, which provides an opportunity for schools in the Member States of the European Union to register international partnerships and engage in ICT-based projects. The object of eTwinning is to promote school collaboration across the borders. The introduction of eTwinning provides many educational opportunities for teachers and students, but the inclusion of ICT-based projects also brings pedagogical challenges for teachers. This paper looks at how three Swedish upper secondary schools have used eTwinning as a teaching tool in their classroom to enhance the students’ English skills and include multicultural awareness studies as part of the curriculum, and also how they have incorporated course criteria from the national curriculum in these international projects. The analysis of the qualitative data will take into account pedagogical approaches that the teachers have used in the projects. The final discussion focuses on best practice ideas for eTwinning projects, based on the national course criteria in combination with pedagogical theory. One intention is with this paper is to encourage further studies on how eTwinning can be used as an integrated part of classroom activities based on the participating countries’ national curricula.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:kau-4526 |
| Date | January 2009 |
| Creators | Scott, Ann |
| Publisher | Karlstad University, Faculty of Arts and Education |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, text |
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