Bridging school‐subjects and distances in upper secondary schools

Abstract

Purpose

The aim of this paper is to report how Swedish upper secondary schools involved in a European Union‐financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT.

Design/methodology/approach

The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system.

Findings

Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high – authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role.

Originality/value

The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes.

Citation

Ola Lindberg, J. and Sahlin, S. (2011), "Bridging school‐subjects and distances in upper secondary schools", Campus-Wide Information Systems, Vol. 28 No. 3, pp. 144-153. https://doi.org/10.1108/10650741111145670