ERIC Number: EJ1244270
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: N/A
Impact of Intercultural Online Collaboration Project for Pre-Service Teachers
Technology, Pedagogy and Education, v29 n1 p1-17 2020
The purpose of this study is to examine if providing an intercultural online collaboration experience is beneficial to enhance pre-service teachers' self-efficacy for technology integration, intercultural sensitivity, and communication and collaboration skills. The authors compared the experiences of two groups (intercultural group vs. same-culture group) by using mixed-design ANOVA and content analysis. A total of 115 pre-service teachers from two universities in the USA and one university in South Korea participated. The results indicated that students in both groups significantly improved their self-efficacy for technology integration and technology skills after participation. Although no significant difference between groups was found in quantitative data, qualitative analysis showed that students in the intercultural group demonstrated a more in-depth understanding of effective ways to communicate with people from different cultures online. We conclude that intercultural online collaboration enhanced pre-service teachers' confidence in working with overseas partners and provided them with authentic collaboration opportunities.
Descriptors: Computer Mediated Communication, Self Efficacy, Preservice Teachers, Technology Integration, Cultural Awareness, Content Analysis, Comparative Analysis, Intercultural Communication, International Educational Exchange, Foreign Countries, Technological Literacy, Cooperative Learning, Student Attitudes, Cultural Differences, Teacher Education Programs
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea; United States
Grant or Contract Numbers: N/A