Abstract
Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers.
Highlights
The concept of “‘integration’ incorporates the idea of unity between forms of knowledge and the respective disciplines” [1] (p. 135)
As language is negotiated and constructed between people within social contexts a community is created. Such community of practice has been built within a European eTwinning programme which was launched in 2005
Integration of interdisciplinary knowledge and skills is embedded in the construction of each eTwinning project
Summary
The concept of “‘integration’ incorporates the idea of unity between forms of knowledge and the respective disciplines” [1] (p. 135). As language is negotiated and constructed between people within social contexts a community is created. Such community of practice has been built within a European eTwinning programme which was launched in 2005. It is a programme aimed at schools. It provides virtual space and organizational support to help teachers find partners in European countries to work together and share mutual interests and develop mutual understanding between young people. Curriculum integration requires purposeful interactions over linguistic, cultural and disciplinary differences Such interactions and share of work between participants establish either cooperation or collaboration patterns. “In cooperation, partners split the work, solve sub-tasks individually and assemble the partial results into the final output
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