Embracing Collaboration and Social Perspective Taking Using Interactive Tabletops
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In a contemporary multicultural classroom in which students from diverse ethnic and cultural backgrounds learn together, it becomes necessary to embrace collaboration, social perspective-taking, and understanding of the other to help students comprehend classmates’ values and perspectives. Based on the already researched affordances of interactive tabletops in education, as well as promising empirical results from their limited application in multicultural settings, the authors present a case of practical and impactful technology research in a culturally diverse classroom. The study was conducted with 44 students as part of their formal, socio-emotional education course in a public school in Cyprus. The study presents evidence of perceived collaborative learning around the tabletop, as well as gains in social perspective-taking propensity from pre- to post-test, demonstrating a promising use of interactive tabletops and related technologies in the field of education.
KeywordsTechnology-enhanced learning Interactive tabletops Shareable surfaces Social perspective taking Collaboration Multicultural classroom Peace education
Authors acknowledge funding from the European Union’s Horizon 2020 Framework Programme through the NOTRE project (H2020-TWINN-2015, Grant Agreement Number: 692058) as well as funding from project (ΥΕ/ΥΑ/ΤΑΜΕ/02.2015-2016) awarded to the Limassol municipality and other local authorities in Cyprus.
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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