Bozdağ Bucak, Çiğdem2019-06-272019-06-27201861748-04851748-04931748-04851748-0493https://hdl.handle.net/20.500.12469/781https://doi.org/10.1177/1748048518802221Digital media offer various possibilities for internet-based telecollaboration in schools and open up a space for intercultural learning. Diverse initiatives like such as the European Union-initiative eTwinning network aim to support telecollaboration projects in education. This article argues that we need to develop critical and grounded understanding of telecollaboration projects and how they are being embedded in the context of existing school cultures. The article presents an in-depth case study of a telecollaboration project between a Turkish and a German school. On the basis of observations in schools interviews with teachers and focus groups with pupils the article argues that there are two main challenges that limit the experience of intercultural learning in the analysed project. The first point is about the strong teacher-centred project design and the discrepancy between the perspectives of teachers and pupils. The second point is the rather simplistic and superficial understanding of culture which reasserts national cultures instead of promoting a more open perspective that influences the project tasks and topics.eninfo:eu-repo/semantics/closedAccessEducationeTwinningGermanyIntercultural learningInternetOnline intercultural exchangeTelecollaborationTurkeyArticle677694780WOS:00044929030000610.1177/17480485188022212-s2.0-85055743112Q3Q1