1 / 10

A conflict-based bi-ethnical computer-supported instructional model

A conflict-based bi-ethnical computer-supported instructional model. Sarah Pollack, Yifat Ben-David Kolikant The School of Education, Hebrew University, Jerusalem. Rationale. Potential - Age of globalization and digitalism Encounters with (contradictory) groups and narratives

nerys
Download Presentation

A conflict-based bi-ethnical computer-supported instructional model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A conflict-based bi-ethnical computer-supported instructional model Sarah Pollack, Yifat Ben-David Kolikant The School of Education, Hebrew University, Jerusalem

  2. Rationale Potential - Age of globalization and digitalism Encounters with (contradictory) groups and narratives different voices can entertain a dialogue with each other and produce an outcome that is different from a straightforward in-group preference”. (Hermans & Dimmagio, 2007). Challenge – in the intractable Jewish-Arab conflict each side "perceives the other as a source of some of its own negative identity elements" (Kelman, 1999).

  3. 2nd (half a triad) encounter Review AG account Review JG account 3st (triad) encounter Inter-ethnic group (JAG) Writing either a joint account or an analysis of the disagreement The “Doing history” model Wiki environment , school commitment Jewish group (JG), n=2 Arab Group (AG), n=2 Reading review articles Writing joint account Reading review articles Writing joint account 1st (dyad) encounter

  4. Research - plan • Research question • What learning, if any, occurred? • What is the influence of the environment on students’ perceptions of the “other” ? • How did students maintain “safety” ? • participants • Pilot study: 24 graduate students from the School of Education, partially fulfilling course requirements (age range: 25-45) • Main phase: 6 schools ; 9th, 10th grade • 29 foursomes, a total of 116 students , • Interaction through Chat and Wiki

  5. Data sources • Written joint answers (answers of JG, AG, JAG) uploaded to the Wiki environment • Transcripts of audiotapes of the f-2-f meeting or the Web chat • Interviews with a sample of students from several groups, conducted after the activity • Pre/post individual answers to the assignment questions • Survey about concerns and expectations

  6. Design

  7. Results – Concerns (school students) Arab students Jewish students

  8. Etay l. : I simply think that the sentence that you wrote [is] a bit anti/too anti Zionist, than I could seriously responded to. You live in Haifa, right? @ ( f m ) @ : It is just that the Palestinian were in the Land of Isreak before the Jews . Etay l. : Let's wait alittle with the conflict. I want to get to know a bit first. @ ( f m ) @ : Great dude. I'm Mbda. I here with my friend Fouad, and you? Etay : Cool. I am Etay. I live near Netania, but now we are in the boarding school. @ ( f m ) @ : I and Fouad live in Haifa Etay l. : What is your major? @ ( f m ) @ : Netania yesterday lost to Beithr. Hhhhhhhhh 2 1 [football]. We study electronics of physics and you? Etay l. : Cool, me too. @ ( f m ) @ : Then tell me, did you study flip-flops? Dan e. : I study biology and chemistry @ ( f m ) @ : Ah, like my friend @ ( f m ) @ : Let's work on this [assignment] in the history Foursome Discussion – Social episode “The document emphasizes to Jews that they are in this state by right of and not in this invasion what bestow to Jews is a good feeling and power...”

  9. Foursome Discussion – avoiding tensions fares : Do you agree on our answer?? J.v : Let’s calls to this territory the land of Israel and not Palestine or Israel state because these terms are too charged words fares : Good. Okay. You can call it any way you want. j.v : Beside that, in general, we are ok on question a. fares : But this is not your territory j.v : It is not yours either fares : Okay j.v : Due to this [controversy] let’s not call to it by a charged term but by name of the territory " the land of Israel " fares : You say that the territory is not ours. Who was here before? Tell me only this, man. O.K. let's continue in the assignment j.v : The Palestinians were not promised an Arab state. Only that the British will guard their interests and the Arab culture in the land of Israel fares: Good . let's change the subjectttttt. We will talk on this later j.v. : Yes. Sorry.

  10. conclusion • Students changed their perceptions toward the other side • Technology have the potential to support a fertile discussion • Students strived to maintain the discussions • A challenge for the students – maintaining safety without suppressing their own voice or that of ‘the other’.

More Related