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computer

ClaSSworks

CLASSworks guides a school through all the essential parts connected to the establishment,
management, maintenance, and use of a computer lab

1. Project summary
Summary: 

While ICT developments in Western societies are booming, many African countries are only
beginning to explore the possibilities of the use of ICT. More and more initiatives from the
West are aimed at closing this "gap", mainly focusing on hardware and training in software
use. The vision of Viafrica is that this focus produces an unsatisfactory effect. More attention
should be paid to the practical application of ICT within the local context. ICT should be used
for the purpose of strengthening existing developments; it is not an aim as such.
In 2003, Joost Dam, the founder of Viafrica has been approached by COSTECH (Tanzanian
Commission for Science and Technology) with a demand of schools and parents in the
Kilimanjaro region to develop an ICT programme there. Joost Dam went to Tanzania to meet
with COSTECH and to visit some schools and two pilot schools were picked for an initial
CLASSworks project. Later on, three schools from Uganda applied to become part of the
programme and were implemented. During this test phase CLASSworks was further
developed and has started to run at full speed in Tanzania and later Kenya since 2005. In
2009 the programme will be expanded to Sierra Leone together with the local partner Sierra
e-riders.
Viafrica works together primarily with secondary schools in sub Saharan Africa. The primary
target group are the teachers and students that are reached through their schools. The
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expectation is that a new middle class emerges from that target group which is able to serve
as a motor for economy and further developments.
CLASSworks: CLASSworks is an abbreviation for 'Computer Learning And Sustainable
Support works', guides a school through all the essential parts connected to the
management, maintenance, and use of a computer lab. The programme begins with the
preparation and startup of a suitable computer room and continues with training of teachers
and supporting the school in maintaining hard- and software.
Schools who want to participate have to take care of a suitable location for the computer
room and release several teachers who are to receive training for becoming an IT-teacher.
Viafrica takes care of the follow-up: delivery of hard- and software, implementation, teacher
training and support and maintenance. Supporting measures are seminars, trainings,
maintenance and end-user support. After that, the school is responsible independently. For
further support and trainings the local service center is always available, of course. Schools
are responsible for the running costs, teachers and infrastructure. They can close a contract
with the service centers and regularly pay a cost covering amount for the services they
receive

2. Country (City / Region)
State: 
Kenya
City: 
Kenya, Tanzania and Sierra Leone
3. Company/organization/institute presenting the project
Organization: 
Foundation Viafrica
4. Type of organization
Select type: 
Other
Other: 
non-profit organization
5. Project coordinator
Name and Surname: 
Emmy Voltman
E-Mail: 
e.voltman@viafrica.org
6. Website
The website of the project: 
http://www.viafrica.org
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/01/2005
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The goals on which grounds CLASSworks has been founded, are the possibilities for the
schools to
- broaden their curriculum by offering ICT lessons
- strengthen the existing curriculum by using computers and digital information methods
- support supporting activities (administration) through ICT
So the overall goal is to give education at secondary schools a broadening and deepening
impulse and to strengthen and extend the capacity in East Africa in the field of ICT servicing.
By offering ICT services on rural schools, we empower young people with ICT skills which
they will need on the labour market. The access to these skills is brought on an equal basis
on the schools to boys and girls whereas when not brought to secondary schools, access to
ICT is more focussed on boys and men. We thereby promote gender equality and empower
women.
The focus lies as well on partnerships for development. In cooperation with the private
sector, CLASSworks makes the benefits of new technologies, especially information and
communication available. It offers youth and local communities’ access to ICT and thereby
equips them for the changing economy and information structure. An effort towards closing
the digital divide. Self-evidently better, broader education offers great advantages for the students, be it during
their academic or during their future professional career

What does it try to achieve and how: 

Equal access to ICT and ICT knowledge in African countries. Schools in Africa should be
able and equipped to provide high quality education that prepare students for the
requirements on the job market.
Viafricas vision on development is that projects should only be carried out when they have
legitimacy within the local context. This means that there has to be a local demand from
which the projects are formulated.
Apart from this, every project should be able to run independently after the project period.
This independence is shown in financial issues, but also in knowledge and a vision for the
future in which the projects turn into daily practice.
11.3 Which opportunities/problems does it address to?
African schools want to prepare their students as good as possible for the future, too. The
adaptation of education to social developments is very important. One social development is
automatisation which is is the starting point for CLASSworks (Computer Learning and
Sustainable Support Works).
There are hardly any possibilities to make use of ICT in education in sub-Saharan Africa due
to practical problems like
 the costs of a computer room at a school are too high
 knowledge about ICT/computers is absent or very limited
 there is no support and maintenance structure
 there is no education material/software
 there is no experience with computer education
The Digital Divide: There is an increasing importance of computer skills on the labour
market, secondary schools in East Africa strive to fulfill the requirements that are imposed
upon them by modern society. Those requirements are not only coming from the parents but
also from the public sphere and the labour market, an important subelement are computer
skills, crucial to prevent poverty.
Strengthen academic capacities in sub-Saharan Africa: Viafrica prepares students for
careers in higher education where computer skills are necessary; ICT means access to
knowledge and information needed for academic activities.
The strengthening of the ICT service capacity in East-Africa is justified through the demand
from the market that reaches our Service Centres in Moshi and Nairobi. This demand is
expressed by:
 the CLASSworks schools;
 non-CLASSworks schools with ICT infrastructure;
 other organisations with an ICT infrastructure.
In the regions where Viafrica is active there are no professional ICT service providers who
can answer this demand. The result is that we are confronted with a lot of broken hardware,
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old software, viruses and users that are not geared for their tasks from other projects and
initiatives. The Viafrica Service Centres in Moshi and Nairobi more and more are asked to
provide an answer to these questions as we are one of the few organisations on the ground.

Please explain what is unique or special in your project: 

First of all, the projects of Viafrica are special because they focus on the middle class, not on
the poorest of the poorest. CLASSworks focuses on people with opportunities and develop
and expand them together. This does not mean that the poorest of the poorest need help
too. But, to work towards real sustainability and independence within development projects,
we think focusing on the middle class is the way to go forward. Humanitarian aid (focusing
mainly on the poorest of the poorest) is a different way of helping. Really necessary, but not
working in the field of development and education were Viafrica is present.
Secondly, Viafrica is an organisation working towards real sustainability, in a sense that all
funds for projects are only used for a start up / investment phase, but as soon as possible we
want projects to run on their own. A lot of development organisations or projects state that
they have the same goal. But in practice it is difficult to reach real sustainability because in a
lot of cases local (partner) organisations are not becoming project owners, whereas Viafrica
thinks this is the only way to become really independent. All schools (our local partners)
within the CLASSworks programme become project owners. They are responsible to run the
project in a sustainable manner. Viafrica only supports them to become and stay
independent.
During the last years it became clear that this way of working in Africa or in development
countries is quite unique.

10. Results
Describe the results of your project as per today: 

From 2004 till now, Viafrica has implemented 85 CLASSworks schools in Tanzania, Kenya
and Uganda. The schools are serviced by Service Centers. All schools are using the
computers for teaching and the reactions of both teachers and students are very positive. In
2008 the first schools joined the national examinations in computer science. Viafrica has
proved that with professional services it is very possible to sustain ICT within education
combined with a self-sustaining Service Center.
In 2005, the independent regional office and service centre in Moshi, Tanzania was set up. It
is is responsible for the CLASSworks programme in Tanzania and offers service contracts
for schools. Currently, the centre provides assistance to schools participating in the
CLASSworks programme, start-up of computer rooms, training for the teaching staff,
seminars for school boards and others who are interested, and maintenance of the ICT hardand
software. As a regional office, the team in Moshi is responsible for the overall
coordination of the CLASSworks programme. A second service centre, responsible for the
CLASSworks schools in Kenya has been established in Nairobi, Kenya.
The interest for the CLASSworks programme is large. More and more organisation
acknowledge the value and are interested in using the CLASSworks principles in their
environment. This interest comes from both international as well as local organisations. In
most cases the question is whether Viafrica can expand to new areas in which they work. Clearly Viafrica's capacity is not large enough to respond to these requests. However, there
are possibilities which are being explored. If Viafrica can find a good local partner with
sufficient experience and capacities it is very possible to expand CLASSworks through them.
So far this is being done with Ukengee in Tanzania, Linknet in Zambia and Sierra e-riders in
Sierra Leone.

How does it fulfill the users’ needs: 

Students of CLASSworks school have access to computers / computer education
· Teachers have the opportunity to receive trainings and make use of the CLASSworks
box and e-learning material made available by Viafrica
· Schools are able to raise their profile and improve the education they can offer

How many users interact with your project per month and what are the preferred forms of interaction: 

In the Netherlands, external interaction with the CLASSworks project takes place primarily
through the Viafrica website and the quarterly newsletter that is being published.
In Africa, there are several modes of interaction with the CLASSworks schools. First of all,
headmaster seminars are organised on a regular basis where the headmasters of
CLASSworks schools are invited to discuss the development of the project and for evaluation
purposes. During regular school visits Viafrica employees visit the CLASSworks schools on
site, and teacher, students and headmasters can come up with any CLASSworks related
questions or problems they have. For this purpose, there is also a helpdesk available in the
local Viafrica offices that can be reached by phone, email, post or personally. There are
teacher trainings offered in the Viafrica office as well, where IT teachers are being trained
and CLASSworks related issues can be discussed.

How has it improved the quality of educational and/or training services: 

At CLASSworks schools there are ICTs available and computer education can be
offered
· The computers can be used in other subject lessons as well
· Administrative activties are supported by the use of ICTs provided through the
CLASSworks programme
· The service centres are contact points for any maintenance related questions and
computer trainings

How has it improved the participation of professionals, children, youth and other stakeholders: 

Viafrica organises headmaster seminars on a regular basis in the local service
centres in Moshi (Tanzania) and Nairobi (Kenya). The evaluation and input of the
schools is highly appreciated by Viafrica.
· Viafrica involves headmasters, teachers and students in evaluating the project
(school reports)

11. Sustainability
What is the full duration of your project: 
Less than 1 year
What is the approximate total budget for your project (in USD): 
From 75.001 to 500.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
Yes
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

Ukengee in Southern Tanzania (up and running)
· Linknet in Zambia (preparatory phase)
· Sierra e-riders in Sierra Leone (starting 2009)

What lessons can others learn from your project: 

South-South internships
Part of the professionalisation of the ICT network is offering internships to staff of ICT
companies within the network. During the internships at the service centres of Viafrica all
aspects of a service organisation are discussed and the intern will co-operate.
The aim of the internship is to have the staff experience in which way a professional service
centre functions and have him/her return to his/her own organisation to put it into practice.
The interns get their travelling expenses and accommodation reimbursed; any salary costs
have to be paid by the partner organisations.
South-South training
Next to the internships, specific training courses are organised for network organisations.
These training courses mainly take place on site and are attended by representatives of
multiple organisations.
The training courses are given by local employees of Viafrica from their experience with all
aspects of service management and CLASSworks. These training courses cover many
areas, from technical training to training on management software. The precise content of a
course is determined by the demand and the level of the network organisations.
Partnerships – Franchise
More organisations have shown interest in the CLASSworks concept. With one of them a
concrete cooperation has been established, which started early 2009. Within this
cooperation the CLASSworks framework is used in a new area in the South of Tanzania.
Viafrica will train the operational manager and trainers of the local partner Ukengee.
Ukengee will use the CLASSworks procedures for secondary schools in the South of
Tanzania. Viafrica in its turn will profit from the experience with solar energy and low-energy
consuming computers that will be used by Ukengee at the schools.
A Memorandum of Understanding with LinkNet Zambia has also been signed and is due to
start in 2009. In Sierra Leone Viafrica has selected a local partner as well. Early 2009 a pilot
tender was successfully carried out in Sierra Leone. In 2009 we expect to implement the first
CLASSworks schools in Sierra Leone through the Sierra e-riders, a local NGO. The main
idea is that Viafrica offers the local organisation everything there is to know about
CLASSworks, including the concept of the service contracts with schools. Through this
income the local organisation is able to sustain without external dependence. Only the initial
hardware investments, installation and training is funded. For every school the local
organisation receives a fixed amount and Viafrica provides the hardware and international
logistics.
With these and future partners in more areas and countries Viafrica aims at strengthening
more secondary schools and setting a solid and professional foundation by using a common
set of procedures and the same framework. As the network grows the accumulation of
knowledge, solutions and experience grows. From the Viafrica offices in both Kenya and
Tanzania it can already been seen that the exchange of employees brings new insights and
working approaches. Another advantage is the economies of scale that can be achieved for
hardware, shipments, training courses, etc...

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

→ the CLASSworks programme has been continuously running since it has been established and there is no end date planned. However, within the CLASSworks programme the individual school projects can be singled out. If a school is becoming a CLASSworks school, there is an implementation period of less than one year. During that time the school receives the equipment for a computer lab and initial teacher trainings. After that period the schools become project owners themselves and are able to run the project independently. Most of the times they close a service contract with the Viafrica service centre for maintenance of the computer lab CLASSworks schools become project owners and are independent after the implementation period is over. However, new implementations of the CLASSworks programme require initial funding. NB: Viafrica Business Solutions (VBS). VBS is an initiative of the Foundation Viafrica. It is a for profit organisation that sells hardware, software and ICT trainings. A large portion of its profit is going to support the activities of the Foundation and contributes to increase financial independence

Political unrest
The year 2008 started with political unrest in Kenya which resulted in riots and a very
insecure situation. Viafrica Kenya was very much affected. Our employees origin from
Nairobi and are Kikuyu. However the Viafrica Kenya office and the CLASSworks schools
were situated in Kisii which is a Luo area. The clash was between those two groups. The
Viafrica Kenya employees were put in a very insecure, and potentially life threatening,
position. In the Rift Valley, on the road from Nairobi to Kisii was a lot of violence against
“other” tribes. Next to this the situation in and around Kisii became very tense. People started
speaking their mother tongue instead of Swahili. Viafrica employees were therefore
constantly recognized as “aliens” and verbally harassed.
Viafrica took the decision to organise a training month in the Viafrica Tanzania office in
Moshi. The decision was made to await how the situation would develop and take further
decisions in February. At that time things luckily cooled down and, although still tense, were
workable. However, as nobody could predict how the situation on the longer term would
develop, Viafrica decided to move its office from Kisii to Nairobi. This decision was
communicated to the CLASSworks schools, which of course were disappointed but also
understood the decision. It was agreed that three times a year Viafrica Kenya employees
visit the schools for support. Something that proved very workable for both the schools and
Viafrica. The office in Nairobi was organised quite fast and early May Viafrica started
introducing the CLASSworks programme in deprived areas in and around Nairobi. This
resulted in 18 new CLASSworks schools in Kenya. All in all the political situation of early
2008 had a great impact on both the employees and the practical operation in Kenya.
However, the outcome is that there is a well Illustration 2: outside the new Viafrica Kenya
office in Nairobi established office in Nairobi and that all involved came out well.
Safety situation
Late 2008 and early 2009 saw a huge increase in robberies in Moshi. It is normal that before
Christmas and Eastern there is an increase as people need money for these days. However
the situation remained bad all over. Organised robberies are performed almost every night. It
became really close when the Viafrica guards told us that they were offered part of the profit
when they would cooperate with certain robbers. Luckily enough they decided to inform
Viafrica so that we could increase the security level even more. However in the same period
robbers went a few times for the private house of one of our employees. He faced eight
armed (knives and guns) guys who were looking for “the guy who worked with Wazungu”
(white people). Apparently they didn't know who exactly to look for and tortured the
neighbour, a very old lady, to tell them, without success. These guys have come back five
times during night but were scared away by the dogs and new guards. Although not
9
Viafrica's prime responsibility, the employees safety at home is an issue. The Viafrica
employees become targets because they work for a successful organisation. Where possible
Viafrica assist the employees to improve the security situation. Besides the district officer has
been informed about the situation.
Personnel changes
By the end of 2008 three Viafrica Tanzania employees left. All three choose for a career
somewhere else. Unfortunately Viafrica Tanzania didn't get the chance to negotiate with
them and keep them. Apart from one trainer, the other two just didn't appear any more. No
explanations, we can just guess for the real reasons. One of the reasons could be that other
NGO's offer much higher salaries as Viafrica does. Salaries for which they can never be
competitive in the local market. However this is not an issue for these organisations as they
are totally internationally funded. These developments are killing for the local economies as
the people with knowledge will no longer be interested in working for local companies with
local salaries like Viafrica Tanzania. We realise that we are an excellent place to start a
career, but that we will most likely not be able to keep our employees for years. There for
from early 2009 onwards we will make sure that we offer continuous internships in both the
Kenya and the Tanzania office. This pool of interns will be our buffer if we need new
employees. On the other hand, these internships are very useful for the interns as they
acquire practical knowledge and skills.
Some bottlenecks of CLASSworks
The current modus operandi is restricted by the following factors which we have to address
in order to be able to reach a next level of use with the schools.
Practice versus theory
Teachers have ample experience with computer teaching. Within the formal CLASSworks
training programme they acquire the basic knowledge needed to start training the national
ICT curriculum. However, this knowledge does not turn them into ICT teachers as there is
little time for practical teaching.
Teaching ICT requires different skills, however, in comparison to the more traditional
classes. It is more interactive, allows more exploration by the students and the possibilities
are much broader.
Rural context
The rural context of most CLASSworks schools makes it difficult for the schools to send
teachers and staff to the Viafrica training centre. It involves a lot of travel time and costs,
apart from the fact that most schools cannot miss their staff or teachers for days in a row.
Experience shows that organising training courses during school holidays does not work as
well as few teachers stay in the same area. Most of them visit family living all over the
country or have other activities.
Different levels at the schools
Not all schools are at the same level when it comes to computer use. Some have more
experienced computer teachers, they did not receive computers at the same time and
therefore use computers for a different period, schools have different demands, etc. It is very
difficult to match this with a standardised training programme that goes beyond basic use
which is currently the level of the Viafrica training courses.
Experience and expectations
Most schools have hardly any experience with computers and computer maintenance.
Neither teachers nor headmasters do exactly know what to expect in practice. Despite the
fact that Viafrica puts it on the agenda during seminars, headmasters and teachers still have
difficulties reporting faulty hardware, breakdowns or software errors to the Viafrica service
centres.
The result is that Viafrica discovers this only during the six-monthly on-site service visits. In
some cases computers were not used for months because of a faulty power socket which
1
could be fixed in five minutes. However as long as there are schools where headmasters
blame the computer teachers and hold them personally responsible, this behaviour will not
change.
Fear for the national rankings
Every school is ranked for the national examinations per subject/class. These rankings are
published annually and are publicly available. Viafrica noticed that schools were hesitant to
offer national examinations in computer science. The main obstacle was the lack of
experience and confidence with the subject and the fear that this would result in bad results
for the national examinations.
Part of the decision of parents for a school for their children is based on the national ranking.
A low ranking can thus result in fewer students and thus fewer school fees.
For all the above bottle necks a possible solution is to work more closely with the schools in
the school environment. The advantages are:
· work with all involved at the same time
· see the reality of the teachers and headmasters
· support the users during their daily work
· work for longer periods with the users
· offer assistance during classes
The future plans listed below give an idea of how Viafrica is planning to tackle these current
questions.
16.4 Future plans and wish list: Briefly describe future plans or ambitions for your
project and what you would require to make them true.
The strategy for CLASSworks is to go to the next level and stimulate the use of computers as
a tool within education. CLASSworks 2009 – 2011 is focussed on the facilitation of this next
step for most schools. Activities entail more on site support, training of more teachers and
staff at the schools and the development of cross subject materials.
Part of this strategy is to work in closer relationship with the governments. The Tanzanian
Education Authority is interested in a Memorandum of Understanding with Viafrica. From this
and other, more regional, cooperations we hope to get more leverage for CLASSworks.
Another important issue is to get accreditation of Ubuntu/the use of OpenSource for
examination of the national curriculum. Besides, other educational related solutions will be
explored. Viafrica has a programme for primary schools called KIDSworks that will be
launched early 2010. A solution for locations without proper infrastructure is also being
developed so that we can extend our activities to other areas in Tanzania and Kenya.
CLASS works Award: Good computer usage within the school environment has to be
stimulated from within the school. Therefore Viafrica challenges all Tanzanian schools with
two awards. From 2009 onwards, Viafrica grants anually an award to the school with the best
idea for the use of ICT within education and to the schools which perform best in the national
computer education examination. Prizes to win range from new computers for the schools to
free training courses at the Viafrica traning centres, memory sticks, certificates etc.
During a one-day event all CLASSworks schools can present their idea for the use of ICT
within education. Of course this idea has to be presented by electronic means. Most
important is that Viafrica will facilitate the further development of the idea and dissemination
to other CLASSworks schools.
The schools that perform best in the national computer education curriculum also receive
CLASSworks awards. The objective of this award is to stimulate schools to participate and
excel in the national examinations and thus enable their students to receive an officially
recognised examination score.

The objective of the CLASSworks awards is to stimulate schools to explore the possibilities
of ICT in the context of their school and share these with other schools. Furthermore,
schools should be stimulated to participate and excel in the national ICT examinations and
thus enabling their students to receive an officially recognised examination score.
CLASS works box: Another tool to stimulate the potential of ICT for education is the
CLASSworks box. This box is a set of learning tools, assignments and materials. Each box
has one subject that is approached from multiple points of view. The assignments are
focussed on exploring and developing competence based learning. The idea is that this
multidisciplinary approach supports the exchange between the subjects taught in the school
and shows the value of computers within the educational process. Students are encouraged
to use knowledge from different subjects to complete the assignments. The tasks are
performed both inside and outside the classrooms and focus on a team effort, the use of the
environment and alternative sources of information. Finally, the usage of the available ICTs
at the schools should not be restricted to the computer education lessons. Other teachers
should make use of these technologies as well in their respective subjects lessons.
E-learning platform: Viafrica is currently working on the development of an e-learning
platform that provides access to digital educational material for the CLASSworks schools.
This platform will be accessible through a server that will be installed at all CLASSworks
schools. The CLASSworks box will be linked to educational material that is available via the
platform.
Internet: Currently most CLASSworks schools do not have an internet connection because
they are located in rural areas and additionally internet access is generally very expensive.
Viafrica is looking for a payable solution for internet access in rural areas. This has been
made a topic together with the magazine Computable.
CLASSworks franchise: In the upcoming years, Viafrica hopes to be able to build more,
strong partnerships with local organisations in Africa who are interested in the CLASSworks
programme.
A well functioning knowledge transfer system in order to meet the educational needs of
present and future employees. Besides the already implemented knowledgesystems the
regional team in Tanzania has to develop further. This team is crucial for the local support of
the service centres. In 2008 the first steps have been taken. A new cooperation with the
company TOPdesk is being established. TOPdesk focusses on service management
systems that can be used at Viafrica's local offices.
A well functioning service organisation that can serve Viafrica's target group most
efficiently. In 2006 the grounds have been layed through an independent consultant. Since
2008 Viafrica has extended its cooperation with the company IT-staffing that sends
independent IT consultants to the local Viafrica service centres. Several of such missions
have already been completed and yielded important insights for improvements and further
professionalisation.
E-Waste: Viafrica will work further on awareness raising and solutions for e-waste. In
cooperation with the Technical University Delft and the organisation ICT~Milieu the possibilities
for a (pilot) project are being developed.

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Sono a casa ma sono a scuola: una webcam per partecipare

Obiettivo del nostro progetto: permettere agli alunni, costretti per motivi di salute ad assentarsi in modo continuativo, di partecipare alle attività didattiche in classe, attraverso un collegamento

1. Project summary
Summary: 

Nella nostra classe c'è Alessandro, un bambino bellissimo, intelligente e sensibile, gentile, sempre cordiale verso compagni e maestri. E' con noi da tre anni, sarà con noi nei prossimi due, fino alla fine della scuola primaria.
Sfortunatamente, Alessandro è affetto da una non comune, gravissima malattia: l'Atrofia Muscolare spinale, una malattia delle cellule nervose del midollo spinale (conosciuta in campo medico internazionale come SMA, Spinal Muscolar Athophy).
La SMA tra l'altro costringe Alessandro a trascorrere gran parte della sua vita su una carrozzina e a quotidiane, pericolose difficoltà respiratorie.
Finora nella sua vita scolastica, vissuta sempre con entusiasmo e grande motivazione, il bambino è stato costretto di tanto in tanto a rimanere in casa per motivi precauzionali (per esempio, dopo la somministrazione di qualche vaccino, per casi lievi di raffreddore, ecc).
In casi come questo Alessandro si trova prigioniero in casa, impossibilitato fisicamente a partecipare alle normali attività della classe, anche se ne avrebbe sia il desiderio e sia la capacità.
Per cercare di affrontare il suo problema, gli insegnanti della classe, in accordo con il Dirigente scolastico della scuola, la famiglia e l'AEC (Assistente Educativo Culturale) di Alessandro, Gianluigi Passaro, hanno allestito nell'aula, già da settembre 2007, una postazione notevolmente complessa (computer con connessione internet DSL, webcam, cuffia e microfono, software skype, videoproiettore). In casa Alessandro può usare una posizione simmetrica.
Durante alcune assenze del bambino, nello scorso anno scolastico, il sistema è stato sperimentato con notevole successo. ALessandro, dalla sua postazione casalinga, aiutato nei movimenti dalla mamma, può:
- vedere e sentire sul suo monitor tutto quello che avviene in classe,
- svolgere (quasi) tutte le stesse attività che i suoi compagni stanno eseguendo in quel momento, in tempo reale (leggere un brano sul libro di lettura, scrivere testi sul quaderno, partecipare alle prove di uno spettacolino teatrale per i genitore, ecc.),
- interagire continuamente con l'insegnante (fare domande, essere esaminato in qualche materia, intervenire in discussioni, ecc).

I momenti più significativi della sperimentazione realizzata fino ad oggi sono visibili on line sul sito internet della classe: http://www.siamobravi.it.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
126° circolo didattico - Roma
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Luca Vitali
E-Mail: 
luca.vitali@fastwebnet.it
6. Website
The website of the project: 
http://www.siamobravi.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Gli obiettivi sono assolutamente trasparenti: permettere ai bambini assenti dalla classe, ma potenzialmente in grado di partecipare (in questo caso il nostro Alessandro), di interagire da casa con insegnanti e compagni di classe, svolgendo insieme a loro tutte le attività didattiche che la loro condizione permette di realizzare.

10. Results
Describe the results of your project as per today: 

Alessandro in casa ha un computer e una webcam, e quando è costretto ad assentarsi per motivi di salute, con l'aiuto della mamma riesce a sentirsi insieme ai compagni della classe. Riusciamo a far partecipare Alessandro a molte delle attività che svolgiamo in classe.
Inoltre, fino a qualche tempo fa per aiutare Alessandro a leguire le lezioni, c'era solo Skype e la determinazione delle persone che lo circondano. Da qualche tempo, invece, al "caso di Alessandro" si è interessata la Fondazione Mondo Digitale, per verificare la possibilità di portare il progetto E-Care alla scuola. Questo progetto (che viene realizzato grazie ad un protocollo di intesa tra il Comune di Roma, Fondazione Mondo Digitale, Ospedale Pediatrico Bambino Gesù e Intel Corporation Italia spa), permette ai ragazzi costretti a casa o in ospedale per malattie a lunga degenza di continuare a frequentare le lezioni anche in videoconferenza, con software e hardware dedicati alla didattica.

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Grants
12. Transferability
We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
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“il computer un amico per la lingua!”

Una serie di esercizi di lingua italiana grazie all’uso del computer

1. Project summary
Summary: 

L’idea è nata dall’esigenza di far esercitare gli studenti della classe prima media in lingua italiana. I ragazzi sono molto attenti ed affascinati dall’uso delle nuove tecnologie che permettono loro anche di sopportare compiti solitamente considerati noiosi o faticosi. La docente ha potuto dunque affrontare argomenti di grammatica e linguistica molto di dettaglio quali la metafora, la filastrocca, le figure retoriche quasi nella loro totalità, l’acrostico, aiutandosi con l’entusiasmo dei ragazzi nel scrivere al computer i loro compiti, colorarli e abbellirli anche di immagini.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
I.C. “A. Leonori”
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Agnese Vourlis - Annamaria Dell’erba
E-Mail: 
annamaria.dellerba@istruzione.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Approfondire lo studio dell’italiano

10. Results
Describe the results of your project as per today: 

Maggiore dimestichezza della lingua italiana e divertimento nel usarla.

12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
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THE INTERACTIVE CARPET

The interactive carpet lends itself to many playful didactic and scenic applications.

1. Project summary
Summary: 

The interactive carpet is a project wanted and conceived by the collaboration of Nadia Vittori and Tullia Guerrini Rocco. The technical implementation is by Studio Base 2 of Crema in occasion of the IXth edition of Mediaexpo.
The association “ Popolare Crema per il Territorio” made the project possible by its contribution.

2. Country (City / Region)
State: 
Italy
City: 
Trescore Cremasco ( CR)
3. Company/organization/institute presenting the project
Organization: 
Istituto Comprensivo di Trescore Cremasco
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Tullia Guerrini Rocco
E-Mail: 
dirigente.trescore@libero.it
6. Website
The website of the project: 
http://www.ictrescorecr.it http://www.mediaexpo.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2006
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The interactive carpet offers great possibilities: to walk physically along a path drawing itself under the players’ feet is a really involving experience. All the senses come into play and you are captured by the plot.
The carpet enlightens and tells a story through the images, the music, the words.
The children move on the carpet and activate the sensors hidden under its surface, operating the software that activates the multimedia effects, with the help of a projector placed upright to the carpet.
It’s like walking inside a cartoon.

What does it try to achieve and how: 

The interactive carpet lends itself to many playful didactic and scenic applications.
It unites the mind dynamism to the body movement , thus overcoming the limit often due to the use of the computer, that is the static position of the user who usually moves almost his/her hands only. The isolation of the user is also surmounted because the carpet is at the same time “ playground” for many subjects, stage and scenery of a dream and an adventure.These are the potentialities.

Which opportunities/problems does it address to: 

To face facts, on the contrary, a low budget is always the limit of schools. For this version, we have thus inserted only two sensors under the carpet, organising a story with double choices.
The carpet tells a story that, in the crucial moments, stops and offers the players a double option. The answers are not right or wrong (it’s a game, not a test): answers instead exist which take along a path and answers which get through another way.

Please explain what is unique or special in your project: 

The story proposed by the carpet is inspired by the historical short stories by the writer Nadia Vittori and it is located at the times of republican Rome, just before Punic War II.
Amilcare Barca threats Sagunto in Spain, a city allied to Rome, and the Senate must decide: war upon Carthage or peace?
Children are invited to choose but they have to do it according to the role they have chosen to assume.
Indeed , there are the senators, the small landowners – future warriors, the tradesmen and the Etruscan cities.
It is interesting to notice how every category defends its interests with all its might and how the discussion inflames to bring the decisions in favour of one side or the other.
How does the game end? Almost always with Rome’s victory and Carthage’s defeat.( there have also been some more fantastic and alternative conclusions like Rome as a colony of Carthage or an Etruscan empire formed by the cities ).

But the true aim of the game is another: to stimulate children to find values in order to support their cause. In the specific context, the causes of the rise of the latifundium in Rome come out and some causes of the social crisis are identified.

The multimedia support contributes both to aggregate the group playing around the carpet and to raise the attention thanks to the animations.
The carpet suddenly creates a space which catalyzes curiosity and creates collective ties and emotions.

10. Results
Describe the results of your project as per today: 

“ During the three days at Mediaexpo 2006 and the thematic week at the “Città Educativa” in Rome, children from 6 to 18 have played with the carpet.
The answers have been different and stimulating.
I realised how little necessary is to know the historical context of the game: some of the hottest games have been played by children of 9 – 10 which hadn’t studied the history of ancient Rome yet.
It was enough to give some basic elements before: the function and the composition of the Senate, the roman law about enrolment, the law about slavery for debts, and the game could start, free from any form of prejudice.
The moment after the game was also stimulating with older children. Some classes have discussed about the choices which brought to the rise of the latifundium and the possibility to avoid this conclusion.
It’s in these moments of reflection that children single out the great forces that move history, the problems which take to the crisis and to the breaking with tradition and continuity.
To discuss, to find alternative ways, to single out possible sceneries, more or less probable, means to express historical judgements, to put oneself into the historian’s point of view, the one who studies the great problems in depth and analyses them while happening.
Playing on the ancestors’ routes, as we did with the interactive carpet, means not only to acquire some notions about our ancestors’ way of living, but also to understand the great dynamics of history.” Nadia Vittori, the writer.

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Sponsorships
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2006
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

Settimane tematiche a Roma e sul territorio nazionale .

What lessons can others learn from your project: 

The multimedia support contributes both to aggregate the group playing around the carpet and to raise the attention thanks to the animations.
The carpet suddenly creates a space which catalyzes curiosity and creates collective ties and emotions.

We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
13. Background information
Background: 

Mediaexpo: an exposition of multimedia products implemented by and for schools of any order and grade (www.mediaexpo.it ) at national level.
It is held every year at the end of October / beginning of November at the computer Studies University of Crema and it is organised by the Istituto Comprensivo di Trescore Cremasco.
Nadia Vittori: she is a writer for young people. She has published her historical and fantasy fiction with Mursia, Elemond and Raffaello. She is author of teaching method texts. She attends to fiction and games for the teaching method of history.
Tullia Guerrini Rocco: headmaster of the Istituto Comprensivo di Trescore Cremasco, coordinator of Mediaexpo and of some important methodological projects: La storia di Amoa (pre-writing), La maga Ea ( welcoming and continuity from nursery to primary school), Metodo Simultaneo
( simultaneous learning of reading and writing in Italian, class I, primary school ).
Istituto Comprensivo di Trescore Cremasco: a whole of 13 schools (nursery, primary, secondary, 3 to 14 years old), located in 8 communes in the north of the province of Cremona, Italy. Teachers have planned and carried out the projects above.
Associazione “ Popolare Crema per il Territorio”: the agency which promotes many social and cultural opportunities, sustaining many activities in the Crema territory thanks to the funds allocated by the Banca Popolare di Crema.
Studio Associato Base 2: multimedia company, 8 via Borletto, 26013 Crema (CR) Italy.

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Il Metodo Simultaneo: materiali e strategie arricchiti dall’interattività delle tecnologie

Il Metodo Simultaneo: materiali e strategie arricchiti dall’interattività delle tecnologie.

1. Project summary
Summary: 

Dopo aver progettato, sperimentato e diffuso il “Metodo Simultaneo” (leggere/scrivere in classe I^: vedi esperienza presentata da 182° Circolo Didattico “F, Fellini” di Roma), attraverso giornate formative ed assistenza in campo, i responsabili ( Melato,Tedoldi, Guerrini Rocco) hanno voluto arricchire materiali e strategie con l’applicazione della tecnologia.
Grazie alla collaborazione informatica di Ivana Sacchi si è realizzato il CD “Fantasia di parole”.
Il prodotto è stato costruito permettendo la massima accessibilità, anche ad alunni diversamente abili, poiché il Metodo Simultaneo mira ad integrare in un percorso comune di letto-scrittura bambini/e con potenzialità e prerequisiti diversificati.
L’idea del Metodo Simultaneo è nata da Antonella Melato. Con il supporto delle colleghe dell’Istituto Comprensivo di Trescore Cremasco e di tutti i docenti che hanno sperimentato ( in varie regioni italiane) il Metodo Simultaneo, i materiali sono stati integrati e migliorati col coordinamento di Tedoldi Ilaria. Il CD è stato ideato da Tullia Guerrini Rocco e interamente realizzato da Ivana Sacchi.

2. Country (City / Region)
State: 
Italy
City: 
Trescore Cremasco ( CR)
3. Company/organization/institute presenting the project
Organization: 
Istituto Comprensivo di Trescore Cremasco
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Tullia Guerrini Rocco
E-Mail: 
dirigente.trescore@libero.it
6. Website
The website of the project: 
http://www.ictrescorecr.it http://www.ivana.it http://www.vbscuola.it http://www.mediaexpo.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2006
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

•Quali sono gli obiettivi del vostro progetto e in quale contesto si svolge?
- Rendere più stimolanti le strategie per l’apprendimento
-Motivare il bambino ad apprendere.
- Integrare la didattica comune con le nuove tecnologie.
- Rendere le tecnologie uno strumento quotidiano nel normale iter formativo fin dalla prima classe.
Il CD rom si presta ad essere utilizzato per tutta la durata della classe prima:
- nel laboratorio multimediale
- in classe con la LIM
- per piccoli gruppi o singoli alunni.
Può essere utilizzato:
- per più tempo con alunni in gravi difficoltà
- con alunni stranieri per rinforzare l’apprendimento della lingua italiana

What does it try to achieve and how: 

– L’interattività del Cd rom grazie alle soluzioni multimediali sollecita i/le bambini/e a mettersi in gioco, rinforzando l’apprendimento..
• Il facile uso di “Fantasia di parole” e la sua dinamicità ne permettono l’applicazione in situazioni diverse e a cura di docenti che non hanno molta dimestichezza con l’informatica.
• Il CD rom è corrispondente in toto all’impronta del Metodo Simultaneo e facilita l’uso delle tecnologie per tutto l’anno scolastico, scandendo la varie fasi del Metodo stesso.

Which opportunities/problems does it address to: 

Per favorire l’apprendimento della letto-scrittura è necessario creare occasioni operative in cui ogni soggetto passi da una percezione globale della parola alla sua analisi. I “cartellini” ,(formati da più consonanti + vocali, o singole consonanti, o singole vocali) sono come i mattoncini della Lego: invece di costruire case i/le bambini/e possono costruire parole (reali o inventate) o frasi.
L’uso del “cartellino” è fondamentale per far prendere consapevolezza al discente della struttura che sottende leggere/scrivere. I cartellini cartacei, (compresi fra il materiale distribuito) richiedono però molto tempo in classe per operare e favoriscono una situazione spesso troppo destrutturata. In tal modo ne finirebbero molto avvantaggiati gli alunni bravi ed un po’ meno quelli in difficoltà.
“Fantasia di Parole” propone i cartellini al PC. Inoltre permette la personalizzazione delle difficoltà, in base al livello di ciascun alunno/a.

Please explain what is unique or special in your project: 

Per attuare il Metodo Simultaneo si è realizzato un libro di lettura “Urrà”, le cui pagine accompagnano i/le bambini/e , giorno per giorno, lungo il cammino che li porta ad acquisire la strumentalità della letto-scrittura e l’immediata consapevolezza delle competenze maturate.
“Fantasia di Parole” è come “Urrà”, segue il percorso di ogni giorno, trasferendo al PC l’attività di esplorazione (tentativi ed errori), scoperta, consolidamento ed espansione/arricchimento.

Pur essendo molto strutturato, il Metodo Simultaneo permette la condivisione e l’interazione fra il gruppo classe ed eventuali soggetti disabili delle esperienze formative quotidiane.
“Fantasia di Parole” è strumento equivalentemente strutturato e flessibile.
Pertanto il pregio del CD è la vasta adattabilità , la quotidianità dell’uso, la capacità di accumunare minori con alte potenzialità e minori con svantaggi in un’attività che diventa gioco

10. Results
Describe the results of your project as per today: 

Il consenso ottenuto nel corso degli anni dal Metodo Simultaneo è stato riscosso in egual misura da “Fantasia di Parole”.
- L’accurato progetto informatico di Ivana Sacchi ha dato un prodotto di così facile uso da avvicinare alle tecnologie anche docenti molto inesperti.
- “Fantasia di Parole” permette di trasferire al PC la manipolazione (virtuale) dei cartellini, (sintesi tra alfabetiere e sillabario), rendendo l’operatività più veloce e più stimolante, dando al bambino/a la possibilità di verificare immediatamente il risultato della sua creatività (parole/frasi riprodotte, inventate)

How does it fulfill the users’ needs: 

“Fantasia di Parole” permette di approfondire le competenze della letto-scrittura, poiché permette molte più esercitazioni, ma in forma divertente.

• Risponde ai bisogni specifici dei soggetti dislessici e disgrafici.

• Il software si adatta a PC con soluzioni per l’accessibilità (programmi per non udenti, non vedenti, e tastiere facilitate).

• Può essere applicato a momenti di alfabetizzazione degli alunni stranieri,anche per un. lavoro individuale.

How many users interact with your project per month and what are the preferred forms of interaction: 

Nel 2008-2009 hanno utilizzato il Metodo Simultaneo più di 3000 alunni italiani (anche di scuole italiane all’estero). In tutte le classi è stato utilizzato il software “Fantasia di Parole”.
Il software segue il percorso settimanale del Metodo, che dura un intero anno (classe prima).
Inoltre lo utilizzano molti docenti di sostegno anche nella scuola media

How has it improved the quality of educational and/or training services: 

Fantasia di Parole rende più innovativi i materiali e le proposte del Metodo Simultaneo; fa leva su piani comunicativi più rispondenti ai/alle bambini/e di oggi. Crea continuità fra gli interessi del tempo libero e la scuola

How has it improved the participation of professionals, children, youth and other stakeholders: 

Fantasia di Parole ha favorito collaborazione fra il docente di italiano e quello di informatica. Ha dato un’ulteriore opportunità affinché le tecnologie si affermino come canale di supporto e strumento trasversale alle materie, nel contempo più stimolanti. Pertanto si è alzato l’interesse e l’impegno costruttivo dei minori. Inoltre Fantasia di Parole è stato utilizzato anche in famiglia diventando spesso momento di condivisione fra figli/genitori. Ciò è possibile perché il CD rom è di libera diffusione e gratuito

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

- scandendo la normale attività quotidiana per l’apprendimento delle letto-scrittura, Fantasia di Parole è diventato esso stesso strumento ricorrente a rinforzo delle unità di lavoro introdotte settimanalmente.
- la facilità dell’installazione e dell’uso del software, la scaricabilità da più siti (www.ivana.it e www.vbscuola.it) la libera circolazione hanno avvicinato docenti e minori alle tecnologie. Inoltre la duttilità delle proposte, che possono corrispondere a più bisogni, facilitano l’accesso sia alla letto-scrittura, sia ad un vocabolario via via più ricco. Inoltre il Cd rom contribuisce a promuovere consapevolezza agli/alle alunni/e.

Describe how you measure (parameters) these results: 

- i risultati dell’apprendimento degli alunni è rilevato con apposite verifiche comuni a tutte le classi sperimentatrici. Alla positività dei risultati rilevati concorre anche Fantasia di Parole.

- il fatto che ogni anno aumenti il numero sia dei docenti che adottano il Metodo Simultaneo, sia dei docenti che partecipano alle giornate di formazione (180-200 docenti circa) prova il gradimento dei materiali proposti, compreso il CD rom. Tali utenti sono dislocati nelle varie regioni italiane, in scuole europee in Italia in scuole italiane all’estero.

- inoltre il Metodo Simultaneo è stato analizzato in una tesi universitaria e citato in un testo per Disturbi Specifici dell’apprendimento (Erikson).

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Other
Other: 
rimborso materiali distribuiti, supporto dell’attività di sperimentazione, ricerca, supporto in campo, coordinamento, formazione, revisione materiali, progettazione Cdrom a cura dell’Editore del libro “Urrà”
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2006
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

Territorio nazionale e scuole italiane all’estero

What lessons can others learn from your project: 

- Rendere più stimolanti le strategie per l’apprendimento
-Motivare il bambino ad apprendere.
- Integrare la didattica comune con le nuove tecnologie.
- Rendere le tecnologie uno strumento quotidiano nel normale iter formativo fin dalla prima classe.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Dopo aver creato i materiali per l’applicazione del Metodo Simultaneo (libro, schedari, alfabetiere murale, verifiche oggettive per la valutazione…), vista la trasferibilità consolidata nel territorio nazionale, il gruppo di coordinamento ha maturato l’idea di utilizzare le tecnologie a supporto dell’apprendimento della lettura e della scrittura in classe prima. Attraverso la manifestazione Mediaexpo (www.mediaexpo.it) l’Istituto Scolastico entra in contatto con molti soggetti particolarmente esperti in software per la didattica. Perciò è nata la collaborazione fra Istituto Comprensivo di Trescore Cremasco e Ivana Sacchi, formatrice in ambito di tecnologie applicate all’apprendimento. Fantasia di Parole è il frutto di tale collaborazione, completamente gratuita. Le varie attività relative al Metodo Simultaneo sono sostenute grazie al contributo dell’editore Dornetti Crema, che stampa e distribuisce il libro “Urrà”, alternativo al normale libro di testo in classe prima elementare.

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Progetto "SCHOOLCOUNSELING Utilizzo del computer per MOTIVARE A MOTIVARSI"

"La valenza didattica di una macchina che ti costringe a pensare...i legami trasversali tra le conoscenze, per accrescere le competenze personali possedute da ciascun alunno"

1. Project summary
Summary: 

La scottoscritta Liana Gerbi, insegnante presso la SMS QUARTARARO in qualità di docente di ruolo con nomina di "Supporto alla Didattica" ed esperta in Couseling Scolastico, ha proposto un ciclo di interventi nella classe 1 D (sede centrale) dopo aver ricevuto richieste da alcuni docenti della classe per cercare di agevolare nei giovani una migliore partecipazione alla vita della classe attraverso il "Motivare a Motivarsi".L'obiettivo delle attività è stato quello di sperimentare ed individuare metodologie, fasi, strumenti e tecniche, per educare e sviluppare nel gruppo classe ed in alcuni alunni abilità di concentrazione, di partecipazione alle attività scolastiche, di uso e recupero dell'energia nei momenti di stanchezza e di difficoltà nonchè di espressione delle personali potenzialità.Le tecniche utilizzate sono state legate all'Immaginazione Guidata, al rilassamento corporeo, all'utilizzo di mezzi di comunicazione multimediale.Per quanto riguarda l'utilizzo informatico sono state le seguenti attività:

Progetto "Utilizzo del computer a scuola"

"CINECRITICA: ALLA RICERCA DI NEMO"-"POESIE DEL NOSTRO ZIBALDONE"
L'approccio ai mezzi informatici ha consentito agli alunni di riesaminare il proprio modo di pensare e di rielaborare il sapere, di progettare e di realizzare; inoltre ha fornito loro nuove occasioni per lo sviluppo della creatività, dell'elasticità mentale e dell'apprendimento.Per definizione la multimedialità, su cui si basano le attività legate all'informatica, offre innumerevoli opportunità di attivare abilità e di consolidare capacità legate a diverse discipline scolastiche e a diversi aspetti dell'apprendimento: testi, immagini fisse, animazioni e video, suoni e musica, opere enciclopediche e di consultazione, sono mezzi che hanno offerto l'occasione per ritrovare i legami trasversali fra le conoscenze e per accrescere le competenze personali possedute da ciascun alunno.

CINECRITICA
Gli alunni dopo aver visionato il film "Alla ricerca di Nemo" coordinati dalle prof.sse Conti (Inglese) e Gerbi (Supporto alla Didattica), hanno dibattuto sul tema trattato: quello del rapporto tra genitori e figli, tra adulti e giovani; i partecipanti hanno affrontato con un significato più profondo una cghiave di lettura da trasformare in opinione personale e critica da trasferire successivamente con supporti mutlimediali in slide (Power Point).Succesivamente sono stati assemblati in una unica proiezione i lavori individuali.

ZIBALDONE
Gli alunni dopo aver prodotto un cospiquo materiale antologico/grammaticale/ lettereario durante tutto l'anno in corso con l'insegnante di Italiano prof.ssa Trapani hanno scelto brani prodotti in cartaceo del loro Zibaldone affrontando con una nuova chiave di lettura personale con supporti multimediali i loro lavori, trasformandoli in slide (Power Point).Succesivamente sono stati assemblati in una unica proiezione i lavori individuali.

Attraverso i sopra citati Progetti/Proposte si è teso ad ottenere risultati che sono stati legati alle modalità costruttive di relazione con se stessi (conoscenze e consapevolezza di possedere un corpo, recupero energetico, di possedere abilità e sicurezza personale), di rispetto per le regole e gli spazi scolastici, di consapevolezza del proprio protagonismo individuale sia nel gioco chenelle azioni, di presa di coscienza delle potenzilaità creative personali ed interpersonali.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
SMS Riccardo Quartararo
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Liana Gerbi
E-Mail: 
gerbiliana@katamail.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

L'obiettivo delle attività è stato quello di sperimentare ed individuare metodologie, fasi, strumenti e tecniche, per educare e sviluppare nel gruppo classe ed in alcuni alunni abilità di concentrazione, di partecipazione alle attività scolastiche, di uso e recupero dell'energia nei momenti di stanchezza e di difficoltà nonchè di espressione delle personali potenzialità.Le tecniche utilizzate sono state legate all'Immaginazione Guidata, al rilassamento corporeo, all'utilizzo di mezzi di comunicazione multimediale.

10. Results
Describe the results of your project as per today: 

Attraverso il Progetto "SCHOOLCOUNSELING Utilizzo del computer per MOTIVARE A MOTIVARSI" si è teso ad ottenere risultati legati alle modalità costruttive di relazione con se stessi come:
-Facilitare la consapevolezza di possedere abilità e sicurezza personale
-Migliorare il rispetto per le regole e gli spazi scolastici
-Agevolare la presa di coscienza del proprio protagonismo individuale sia nel gioco che nelle azioni
-Ampliare la cognizione delle potenzialità creative personali ed interpersonali
Le tecniche utilizzate sono state legate all'utilizzo di mezzi di comunicazione multimediale.E' stata SICURAMENTE ampliata la cognizione delle potenzialità creative personali e interpersonali di ogni singlo alunno/a, nella sua UNICITA' e IRRIPETIBILITA'

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

Nella succursale Di Pieve Fosciana della SMS QUARTARARO

We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
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“L’energia rinnovabile”

L’Istituto Tecnico Giorgi ha allestito alcuni impianti solari sulle ampie terrazze soleggiate.

1. Project summary
Summary: 

“Verso il solare”, coordinato dalla professoressa Vincenza Bianco, è un progetto finanziato dalla Provincia della durata di tre anni che a partire dall’anno scolastico 2002/2003 ha curato l’installazione nell’istituto di collettori solari per la produzione di acqua calda e di pannelli fotovoltaici per la produzione di energia elettrica, catturando l’energia irradiata dal Sole per provvedere a una parte del fabbisogno energetico dell’istituto. L’edificio scolastico, sormontato da una vasta copertura a terrazze esposte al sole tutto il giorno, ben si presta all’applicazione di queste tecnologie innovative. Nel terrazzo sono stati installati otto pannelli fotovoltaici di 1kwp collegati alla rete di distribuzione elettrica, quattro pannelli invece sono “didattici” cioè sfruttati a fini dimostrativi. Una stazione meteorologica registra molti parametri ambientali, tra i quali ad esempio l’irraggiamento solare, la velocità e direzione del vento, l’umidità e pressione e trasmette i valori al display della centralina, collocato in un Laboratorio Solare attrezzato per misure. Questo display è collegato a un computer che, negli intenti della professoressa Bianco e grazie a un software che uno studente sta implementando, sarà connesso wireless al display con informazioni scorrevoli che già è stato disposto all’ingresso dell’istituto e che ora riporta informazioni logistiche. Oltre alle attrezzature, che è stato possibile acquistare con il finanziamento della Provincia di Roma, l’Istituto ha offerto agli studenti interessati del quarto e quinto anno, due corsi di formazione di base sulle energie rinnovabili e sugli impianti (a. s. 2002/2003 e 2003/2004). Sono state effettuate visite di istruzione alla centrale di impianti fotovoltaici di Serre (Salerno), agli impianti di energia geotermica di Larderello, alla fabbrica di pannelli fotovoltaici EUROSOLARE di Nettuno. Con Il progetto europeo “ESaT” (European Science and Technology), nell’anno scolastico 2004- 2005, è stato acquistato e sistemato un generatore eolico a scopo didattico. Il progetto, coordinato dal MIUR, con la partecipazione di Portogallo, Austria e Grecia e di altre scuole italiane, della Calabria e della Sardegna, è diretto a motivare allo studio delle materie tecniche e scientifiche nella stretta integrazione di teoria e pratica, nella presa di coscienza del problema energetico e conoscenza delle energie alternative attraverso lo studio di quella solare e eolica e l’applicazione della conversione in energia elettrica. La professoressa Vincenza Bianco rileva che l’integrazione con scuole di diversi orientamenti e programmi, come ad esempio l’istituto tecnico per geometri della Calabria, e il liceo scientifico della Sardegna, è stata molto laboriosa. Il progetto è stato interrotto a causa della retrocessione della Grecia, poiché il progetto Socrates, nel quale il progetto ESaT rientra, prevede la partecipazione di almeno tre paesi europei. Era previsto un viaggio in Portogallo, che è saltato per ragioni economiche. Secondo la professoressa Bianco molti allievi, inizialmente a fatica, poi cominciano ad appassionarsi, infatti per Biagio e Tiziano, studenti dell’ultimo anno di corso, il progetto è stato un incentivo a lavorare nello sviluppo e applicazione di tecnologie che consentono di sfruttare le fonti di energia rinnovabile. Nell’anno scolastico 2005-2006, si è attuato il progetto DiPSEA (diffusione progetti scolastici sulle energie alternative). Scopo di questo progetto è fare conoscere agli studenti dell’Istituto e del territorio le attrezzature disponibili, gli impianti, inoltre è stato fornito alle classi in visita un pacchetto informativo di una lezione di due ore, sul risparmio energetico, le fonti rinnovabili e l’uso del laboratorio solare, oltre alla visita agli impianti.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
Istituto Tecnico Industriale Statale G. Giorgi
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Vincenza Bianco, Cristina Canale
E-Mail: 
nomail@nomail.nomail
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2005
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Gli obiettivi dello scambio tra le scuole delle tre nazioni erano molteplici: mettere insieme le competenze di diverse specializzazioni, mettere a confronto le disponibilità di risorse delle varie nazioni, confrontare metodologie didattiche, confrontare dati oggettivi di misurazioni dell’efficienza degli impianti prodotti dalle varie nazioni, usare come mezzo di comunicazione veicolare la lingua inglese. Lo scambio prevedeva anche delle visite tra docenti e studenti

10. Results
Describe the results of your project as per today: 

Nel soggiorno di tre settimane, i ragazzi italiani hanno potuto fare in Germania uno stage aziendale, i ragazzi tedeschi in Italia hanno assistito alle lezioni tenute da ragazzi e insegnanti italiani in lingua inglese
L’offerta formativa è stata particolarmente apprezzata dalle classi delle scuole elementari e medie del territorio. I contatti tra le scuole sono stati tenuti dalla Biblioteca Rodari del VII Municipio, dove si sono tenuti anche degli incontri con l’ENI, L’Enea, la Cooperativa TERRE, l’Itis Giorgi e le scuole partecipanti al Progetto. Interessante il lavoro di preparazione degli studenti a relazionare sulle attività dell’Istituto, faticoso ma molto coinvolgente e apprezzato dagli studenti partecipanti.

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
From 30.001 to 75.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2005
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
13. Background information
Background: 

L’Istituto Tecnico Industriale G. Giorgi è impegnato da quindici anni a favore dello sfruttamento dell’energia rinnovabile. Con gli impianti istallati sulle terrazze dell’istituto per sfruttare il sole come fonte di calore, l’energia rinnovabile diventa l’alternativa alla limitatezza di altre risorse energetiche. Molte iniziative si sono succedute in tal senso a partire dal 1994 con la partecipazione consecutiva a due progetti europei, Leonardo e Socrates, con la Germania e la Romania, in un arco di tempo di circa sei anni durante i quali è stato progettato ed assemblato un prototipo di sistema solare completamente autonomo di produzione d’acqua calda

Barriers: 

Vincenza Bianco rileva che il soggiorno in Germania, previsto dallo scambio di studenti di ciascun gruppo per tre settimane, ha palesato la distanza delle scuole in Italia dall’industria privata, laddove in Germania una profonda sinergia consente tra l’altro alle scuole tedesche di ricevere finanziamenti cospicui, al punto da poter acquistare macchine utensili a controllo numerico molto costose.

Solutions: 

Abbiamo sempre cercato supporto nelle istituzioni, partecipando a concorsi o gare per ottenere finanziamenti per implementare le nostre strutture.

Future plans and wish list: 

La Provincia di Roma ha apprezzato i nostri sforzi. Questo anno, ha montato sul nostro terrazzo un impianto fotovoltaico di 10kWp, collegato in rete .
Inoltre ogni anno noi , durante la settimana della Cultura scientifica,promossa dalla Pubblica Istruzione, mettiamo a disposizione degli studenti delle scuole medie del territorio i nostri laboratori e le nostre conoscenze per sensibilizzare le nuove generazioni alle problematiche ambientali. Abbiamo fatto fare agli studenti degli Stage all’AMA, per sensibilizzarli sulla raccolta differenziata e il risparmio energetico. Abbiamo promosso con l’INAIL un corso sulla sicurezza.
Agli studenti piace essere coinvolti in qualcosa che sembra extrascolastico ma che ha una valenza didattica più efficace. E’ bello vedere i propri studenti che si impegnano e si preparano per fare lezione ai ragazzi più piccoli. E’ bello incontrarsi per fare un briefing e sentirli commentare che non tutti i loro studenti erano attenti e interessati. Alcuni si sono appassionati all’insegnamento, altri trovano che insegnare è faticoso e difficile e può essere anche a volte poco gratificante. Comunque hanno imparato a valutare!

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A scuola con Jum PC

Prevede l'uso individuale di un computer portatile per ogni studente.

1. Project summary
Summary: 

Intel, la multinazionale americana, ha scelto come partner italiano Olidata e, utilizzando come tramite fondazione mondo digitale, mi ha contattato per la realizzazione del progetto. E' stata allestita la mia aula con un access point per supportare la rete di dialogo tra il PC docente e i 25 Jum PC. Destinatari del progetto sono 34 alunni di quinta elementare. I jum PC vengono utilizzati anche se con una tempistica ridotta, da altre sei classi del plesso alle quali insegno L2.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
196° circolo didattico
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Serena Parisi
E-Mail: 
fabrizioserena@yahoo.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

- migliorare l'apprendimento della lingua inglese attraverso l'uso delle TIC;
- incrementare la motivazione all'acquisizione della L2 con il Jum PC;
Il progetto si svolge all'interno del laboratorio di lingua inglese che è il luogo dedicato all'utilizzo dei jum PC, dove i ragazzi sanno di poter navigare, svolgere ricerche e imparare attraverso giochi interattivi.

10. Results
Describe the results of your project as per today: 

Incremento della motivazione all'apprendimento, miglioramento delle capacità di utilizzo delle tic, consolidamento degli esponenti linguistici appresi.

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

In modi simili in altre scuole primarie d'Italia

We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
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I nonni raccontano e si raccontano

I nonni raccontano ai bambini com'era la loro vita quando loro erano bambini. Mentre raccontano imparano a usare il computer

1. Project summary
Summary: 

Rapporto bambino adulto. Il bambino interagisce con l'adulto insegnando le nuove teconlogie. L'adulto insegna "la vita..."

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
141° CD San Cleto
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Stella Morgante
E-Mail: 
nomail@nomail.nomail
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/04/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Avvicinare gli adulti alle nuove teconologie.Si svolge a scuola nell' ambito dei progetti sulla multimedialità

10. Results
Describe the results of your project as per today: 

Gli adulti si avvicinanose mpre più consapevoli alle nuove teconologie

11. Sustainability
What is the full duration of your project: 
Less than 1 year
What is the approximate total budget for your project (in USD): 
Less than 10.000
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2007
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

in altre scuole

We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
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Tempo Reale

Far sperimentare ai bambini il processo creativo musicale, dall'ideazione all'esecuzione-produzione.

1. Project summary
Summary: 

Sperimentare percorsi musicali con il computer (Mac).

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
141° CD San Cleto
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Barbara Orrignizzi
E-Mail: 
nomail@nomail.nomail
7. Please select the category in which you candidate your project
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
31/12/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Manipolare l'oggetto sonoro, costruire narrazioni acustiche

10. Results
Describe the results of your project as per today: 

Conoscenza del Mac per costruire musica

12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data
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