History and Geography CLIL ICT Learning Objects Multicultural Perspectives e-Learning Europe Education and Life-Long Learning Learning and Human Resources Development
Materias::Investigación::54 Geografía Materias::Investigación::55 Historia Materias::Investigación::58 Pedagogía Materias::Investigación::12 Matemáticas::1203 Ciencia de los ordenadores::120310 Enseñanza con ayuda de ordenador Materias::Investigación::58 Pedagogía::5803 Preparación y empleo de profesores
Fecha de publicación :
Inderscience Enterprises Ltd.
García Peñalvo, F.J., Zangrando, V., Seoane Pardo, A.M., Holgado, A.G. and Ovide, E. (2011) ‘Learning European history and geography in a multicultural and ICT perspective ’, Int. J. Technology Enhanced Learning, Vol. 3, No. 4, pp.343 –354.
Despite official educational guidelines, improved linguistic skills have been limited in all partner countries due to cuts in their national budgets. As a consequence, fewer CLIL experiences have been supported, to the benefit of those involving English. Another reason for this project resides in the difficulty in modifying the guidelines of national programmes, which are often short-sighted as far as other cultures are concerned. Finally, all European reports point out the shortage of materials and ICT-based contents suitable for interdisciplinary and multicultural education at school. The Multicultural Interdisciplinary Handbook (MIH) project meets these needs by providing new tools that will help teachers and pupils to plunge deeper into the culture and the language of another nation via its history and its landscape/geography. Moreover, it intends to promote a common European identity, as it introduces a European perspective in the schools ’ History and Geography syllabuses, which are usually limited to national borders.