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Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices

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  • Roberto Araya

    (Center for Advanced Research in Education, Institute of Education, Universidad de Chile, Santiago 8320000, Chile)

Abstract

UNESCO’s Sustainable Development Goal 4 and new curricula around the world call for a better quality of education. Among the main challenges of improving quality is increasing the integration between disciplines and improving the preparation of students for the personal and work requirements of a smarter and rapidly changing society. For that purpose, we need to design new and effective didactic strategies. However, current classrooms are isolated. They practically never connect. This hinders the exchange of ideas. It inhibits imitation and recombination, the basic blocks of cultural evolution and innovation. In this paper, we analyze four online interclass tournaments that we have implemented in the last decade. This long-term view is crucial for estimating the sustainability of new teaching strategies. These tournaments are very uncommon lessons, where entire elementary or middle school classes interconnect synchronously and play an educational game. This increased interconnectedness is only possible thanks to digital communication technology. We found that these interclass tournaments are feasible to implement in schools; that they are a promising mechanism for teaching with an increased integration of disciplines; and that they facilitate imitation, recombination, and innovation of teaching strategies. Thus, interclass tournaments could be a feasible strategy to help innovate and improve the quality of education.

Suggested Citation

  • Roberto Araya, 2023. "Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices," Sustainability, MDPI, vol. 15(10), pages 1-25, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8047-:d:1147485
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    References listed on IDEAS

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    1. Roberto Araya, 2021. "Enriching Elementary School Mathematical Learning with the Steepest Descent Algorithm," Mathematics, MDPI, vol. 9(11), pages 1-15, May.
    2. Roberto Araya & Pedro Collanqui, 2021. "Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO 2 Concentration Controlled?," Sustainability, MDPI, vol. 13(3), pages 1-20, February.
    3. Salvador Baena-Morales & Rosabel Martinez-Roig & María J. Hernádez-Amorós, 2020. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept," Sustainability, MDPI, vol. 12(24), pages 1-20, December.
    4. Douglas Guilbeault & Damon Centola, 2021. "Topological measures for identifying and predicting the spread of complex contagions," Nature Communications, Nature, vol. 12(1), pages 1-9, December.
    5. Michael Bond, 2009. "Decision-making: Risk school," Nature, Nature, vol. 461(7268), pages 1189-1192, October.
    6. Eva A. M. van Dis & Johan Bollen & Willem Zuidema & Robert van Rooij & Claudi L. Bockting, 2023. "ChatGPT: five priorities for research," Nature, Nature, vol. 614(7947), pages 224-226, February.
    7. Roberto Araya & Masami Isoda & Johan van der Molen Moris, 2021. "Developing Computational Thinking Teaching Strategies to Model Pandemics and Containment Measures," IJERPH, MDPI, vol. 18(23), pages 1-30, November.
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    Cited by:

    1. Sandro Serpa & Maria José Sá, 2024. "Education and Digital Societies for a Sustainable World," Sustainability, MDPI, vol. 16(7), pages 1-7, April.

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