Peterson and Warwick (2015) argue that global technologies represent a major form (and, by implication, force) of globalisation, so are indispensable to global learning. Because constructivist, student-centred notions of learning dominate global citizenship education, the learning environment has attracted scrutiny: alongside physical spaces, “specialist spaces” have been suggested (Rudd et al, 2009). These are digital technologies, typically social media resources that allow diffusely located students to interact.
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