The purpose of this paper is to show how a large group of students can work collaboratively in a synchronous way within the classroom using the cheapest possible technological support. Making use of the features of Single Display Groupware and of Multiple Mice we propose a computer-supported collaborative learning approach for big groups within the classroom. The approach uses a multiple classification matrix and our application was built for language-learning (in this case Spanish). The basic collaboration mechanism that the approach is based upon is "silent collaboration," in which studentsthrough suggestions and exchanges-must compare their ideas to those of their classmates. An exploratory experimental study was performed along with a quantitative and qualitative study that analyzed ease of use of the software, described how the conditions for collaborative learning were achieved, evaluated the achievements in learning under the defined language objectives, and analyzed the impact of silent and spoken collaboration. Our initial findings are that silent collaboration proved to be an effective mechanism to achieve learning in large groups in the classroom.

Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of ‘One Mouse per Child’. It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio‐economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low‐income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen‐and‐paper to solve arithmetic exercises. In this multi‐session experiment, third grade students working on arithmetic exercises from various curricular units were divided into three groups. The first group used personal computers (netbooks), the second group used an interpersonal computer (ie, one projector with a screen, one computer and one mouse per child) and the third group used pen‐and‐paper. The results of the experiment indicate that all three groups achieved an increase in learning, as shown by the pretest and posttest scores. No significant difference was found between the interpersonal computer and personal computer groups. This suggests that the key characteristic shared by the two groups is the provision of feedback. The format that such feedback takes, either private (through a personal screen) or public (through a shared screen), is shown to make no difference. However, the results significantly favour groups that are provided with instant feedback (interpersonal computer and personal computer) as opposed to delayed feedback (pen‐and‐paper).

Ethnocentrism is the belief that one’s own culture is centrally important and is superior to other cultures, and influences how people would communicate with others from different cultural backgrounds in a multicultural society. This study describes the perceptions of criminology faculty and students towards reducing ethnocentrism through multiculturalism and social learning. This quantitative descriptive research determined the perceptions of 50 purposively selected faculty member and 125 criminology students from selected universities in Metro Manila towards reducing ethnocentrism through multiculturalism and social learning. The researcher-developed questionnaire was administered online using Google Form. Data privacy and confidentiality were considered during the conduct of the entire study. Data were analysed using frequency and percentage distribution, mean, and rank. The majority of the respondents belong to the age group of 20 and younger.  The respondents were dominated by males, and were singles. The majority of student respondents were in the first year.  The majority of faculty respondents have master’s degree and 1- 10 years of teaching experience, and were regular/permanent employees.  In terms of monthly gross income, 25 or 50% of faculty respondents earn P 30,000- 39,999.00. The majority of the faculty and criminology students believed that ethnocentrism can be reduced through multiculturalism and social learning, such that, social learning can be activated through self-awareness to tolerating differences to appreciating the benefits of differences. As gleaned from the study, ethnocentrism can be reduced by modeling an open-minded and accepting organizational climate amidst cultural diversity and complimenting social learning in developing social intelligence, promoting mutual respect, and active listening that leads to intercultural collaboration in this culturally diverse police force and societies.

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