sharing

"Make a Film and Share IT with Friends 2.0 !"

Tue, 28/07/2009 - 22:00

An e-Twinning Project. Two countries, Republic of Ireland and Sweden collaborate with each other in the domains of Environmental Science and Literature/Respective Legends..

1. Project summary
Summary: 

Pupils from Knockaclarig NS, Ireland and Vindängen Sweden collaborate and build knowledge together. The foundation for the project is to produce, share and give feed back on media material. Another keystone for the projects is to use ICT tools at it best. Self produced films are to be used as a didactic tool when pupils work with themes chosen from syllabus. The media material is published and discussed on the project blog “http://blog.eun.org/film2/”. Two initiating themes are set. The Irish partnership is preparing “Wild Flowers of the Countryside”. Vindänge have initiated “A study on small animals in a pond next to school.” The work with these themes is to proceed during autumn term. Yet another object added to the project is to expand the concept share. Tutorials on how our work is done will be prepared. Teacher students from University will be included in eTwinning activities. Year 2006 Pupils learn from pupils about life in different parts of Europe by sharing self-made DVD film. Pupils produce films with a DVD camera about their local community, interests and daily activities, and share it with a friend. The film can be published on a local web-site, or distribute it on CD / DVD record. The film will be first step to establish contact between pupils, and their teachers. Further contact between the participants will be proceeding by mail.

2. Country (City / Region)
State: 
Ireland
City: 
Knockaclarig, Mallow, Co. Cork
3. Company/organization/institute presenting the project
Organization: 
Irish and Swedish Primary Schools
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Tom Roche
E-Mail: 
knockans@hotmail.com
6. Website
The website of the project: 
http://blog.eun.org/film2
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: 
01/09/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The principal aim is to do an environmental study of their respective localities under agreed headings, present the findings to each other, analyse, compare, contrast and conclude. Similar heading would be agreed in the Literature domain.  It would be hoped to produce an authentic DVD of the undertaking.

A second module within the project will deal with Multimedia Authoring and Production using a WIKI as an introduction to the Swedish language.
What does it try to achieve and how: 

  • Language development, oral and written.

  • Voice projection and delivery.
  • Graphical visualization through Art/drawing and colouring.
  • Curriculum Linkage and Integration.
  • ICT skills-Consolidation and Acceleration.
  • ICT integration in the Teaching and Learning environment.
  • Showcase stories.
Which opportunities/problems does it address to: 

The Science module explores a new, non traditional methodology for teaching Science. Many countries in Europe acknowledge there is a major decline in the uptake of science amongst students. Our alternative inquiry based, teacher facilitated , student collaborative methodology hopes to show and present scientific subjects in an easier assimilated platform.

The literature module mediated through the theme of legends present a bi-lateral aspect of our respective countries cultures.

It would to extend the methodology with its strong digital mediation in other curricular areas and subjects in the different European Curricula.

Please explain what is unique or special in your project: 

Integrating the project and this particular methodology  into the school curriculum is one of the aims of the eTwinning project so Knockaclarig National School  and Vindangen Primary School decided to align theirs with the science strand, Environmental Awareness and Care. As is often the case, however, the scope of the project was far greater. While science was the kernel of the project’s first module and it was strictly adhered to nonetheless a myriad of topics surfaced and were treated in many different formats.

 
One of the themes his pupils worked on was Irish wild flowers. Pupils went to a local farmer's field beside the school, captured images on still and movie cameras and handhelds of the ten flowers they had selected. As a result they became aware of the local names for the flowers, so then researched their botanical names. They found the Irish names and asked for the equivalents from the Swedish school. Each student gave an audio report on one of the flowers.
 
The project work then moved into other curriculum areas, drawing the plants, choosing music to accompany a journey to a field and exploring the theme of flowers in poetry, song and girls’ names. Much of their research was built into the slideshow that is uploaded to the blog.
 
This eTwinning project is also a great example of social networking. There was ease of communications, query and willingness to exchange and learn more about the other person’s point of view and the pupils got a perception of Sweden that could not be assimilated through an atlas or a text book.
Confidence and self esteem, ICT and technical skills all expanded in the virtual world of the lessons.
10. Results
Describe the results of your project as per today: 
  • Interpersonal, international and intercultural development.
  • Team building and collaboration.
  • European Citizenship Awareness.
  • Development of trust and positive attitudes.
  • Sharing roles and responsibilities.
  • A willingness to see challenges as just problems to be solved.
  • Interactivity with Educational Institutions removed from one’s own educational platform and environment.
How does it fulfill the users’ needs: 

We tentatively set out to develop an European relationship and hoped to set up a worthwhile international curriculum aligned project. This we did. Pedagogically, digitally and technically we progressed through sharing and while it was extensive and became intensive we thoroughly enjoyed our virtual experiences.

The project concept is also easily adaptable for differentiated learning.

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

We generate  approx. 2500 hits per month on our website, we have constant e-mail enquiries, other school nationally and inteernationally have visite us. I have designed and delivered inservice courses for teachers and student teachers based on this methodology.

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

It has given us an international platform and a different and positive perspective on the educational curricula of other countries.

We are at the moment exploring concepts such as Problem Based Learning, Modernity and Authenticty whichwe feel can be integrated into our style of teaching, learning and research.

 

The partnership impacted on the students involved in the project , other classes and filtered into the greater local community resulting in the following outputs.
 
  • Official launch of project on Thursday 9th October 2008 in “Bruach na Carraige Arts and Cultural Centre” at 20:00 hours, Rockchapel, Co.Cork Ireland by The Minister for Education and Science, Mr. Batt O’Keeffe TD. followed by Press Conference.
  • Visit of the Swedish partners to Ireland.
  • Swedish-Irish Science Day in KnockaclarigNationalSchool all day Friday 10th October 2008.
  • Social day visiting places of scenic and historical importance in the school locality.
  • Reflection and Final Report was written up.
 
  • It is proposed that we  enter the film at the “Tralee International Film Festival Summer 2010.”
How has it improved the participation of professionals, children, youth and other stakeholders: 

We have developed in the following areas:

  • Project Mangement Skills
  • Administration Skills  There has been an acceleration in our pedagogical, digital and technical skills.

 

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

The following ICT tools were used:

blog; Skype; videoconferencing; podcast, web authoring, interactive generating tool; digital camera; digital camcorder, webcams and microphone, PDAs, projector; big screen.
 
The website of the project shows the following ICT didactical outputs.
 
  • Audio Evidence.
  • Video Evidence.
  • Images.
  • Environmental Science Module.
  • 5 Exemplars therein.
  • History— Era of Myths and Legends Module.
  • Interactive Crossword Development.
  • On-Line Tutorials:
 
§         Pedagogical
§         Digital
§         Technical
 
  • On –Line Workshop.
  • DVD (Available on Streaming Download at the moment only).
  • Digital and Chronological Archives available on Blog.
  • Materials designed for future teacher and student teacher inservice courses.
  • Initial testing of emergent technology in teaching citing handhelds and dataloggers.
Describe how you measure (parameters) these results: 

The project has held its momentum. We are at the moment discussing more ideas as we move on to the next development phase which will commence at the start of the new academic year 2009-2010. 

We get many invitations from other schools in Ireland and in the EU to partner these schools in projects.

The project has been awarded The European Quality Label.

We have featured in inumerable media atricles, print ,audio, video internet and surveys. Our website has much activity. We have been honoured at the i-Reach Media Awards,Dublin 2006, The EMINENT Conference, Roma 2008 and at the e-Twinning Conference, Praha 2009.

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
Is your project economically self sufficient now: 
Yes
Insert date: 
07/28/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

It has been used as a model for teacher and student teacher inservice.

Showcased in the e-Twinning portal as an example of good practice.

Showcased by The NCTE (National Centre for Technology in Education) IRELAND as an example of good practice for Digital School Award status.

What lessons can others learn from your project: 

Think outside the box. It was our first international project. Many other schools throughout Europe are in the same position as were when we started. Learning does not have to always come from a textbook or atlas. Don't be totally dependant on prescriptive and expicit learning. Get into the world of implicit, participtive  learning.

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: 

I am a member of the e-Twinning portal, a virtual platform where teachers are continually attempting to set up partnerships and projects. It was from this portal that Swedish teacher Fredrik Olsson from Vindangen Primary School contacted me and we then set up the partnership. 

Barriers: 

At the start the novelty of the undertaking was a little barrier.a perceived barrier was the language but this did not materialise such was the enthusiasm of the participants.

Poor Broadband.

Time management. As the project is running parallel with the everyday curriculum (In Ireland there are 6 curricular areas and 11 subjects therein) our daily tuition timetable had to be addressed within the context of a compressed chronological configuration.

Solutions: 
    • Build up a strong mutual social base from the outset responding quickly to queries and e-mails.
    • Be diligently coherent in relation to the selected theme(s) in the project.
    • Keep a very firm focus at all times in the interest of strong pedagogy.
    • Fine tune all activities and contemplated outputs.
    • In order to address the time management challenge students made good use of their handhelds to complete assignments at home. This also brought the project from the school to the home generating parental interest and participation. 
    • Don’t let digital and technical aspects interfere with the fun element of such a virtual adventure.
Future plans and wish list: 

Explore further emergent technologies.

Extend from school partnerships,to partnerships with community groups, municipalities and sporting organisations in our respective countries. Develop educational tourism.

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Creative Commons

Wed, 22/07/2009 - 20:09

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.wordpress.com
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: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

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

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

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

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

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

/

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

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

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

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

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: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

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

Creative Commons

Wed, 22/07/2009 - 20:08

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.wordpress.com
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: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

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

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

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

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

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

/

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

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

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

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

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: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

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Do you authorize the FMD to the treatment of your personal data?: 
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The School of Kindness

Sat, 11/07/2009 - 19:57

The School of Kindness shows an alliance of three schools, two from the USA and one from Israel that created a unique website together.

1. Project summary
Summary: 

Ein Ganim School Israel-Teacher Marsha Goren Harrison Elementary School Indiana, USA- Teacher Rick Glass Abraham Lincoln Elementary School Illinois, USA -Teacher Matthew Kuntz Three schools from around the world collaborated in creating this special school with the helping focus in mind. Rick and his students came up with the idea for the School of Kindness. What a great idea- to spread kindness in our schools, community, and the world- through acts of kindness. This entire project has made the teachers and kids smile from start to finish- students reaching out to help others. The GVC - Give back something international had added a new category to encourage kids to help those in need at the schools and in the different communities . The kids at Harrsion and Lincoln organized The Peanut Butter Jelly Drive - the opportunity to help others in need that were part of another community (the residents of Warsaw, Indiana). The GVC08-01 students collected over 200 jars of peanut butter and jelly to give to the CCS (Combined Community Services) of Indiana. Rick and his wife came to pick up the donations from Matt and his kids! Then came the Hungry Minds Pasta Dinner that the 5th graders at Lincoln put on for various food related charities- from the baking of the bread to the serving of the pasta meals, the students were helping others in need. The students raised over raised over $3,000 to support the charities the fifth graders selected to help feed the hungry-WOW! The 6th graders from Israel decided to start a computer club and teach the fourth graders computer skills and software programs. The sharing of knowledge among the kids was both motivating and stimulating to everyone involved. The project can be used by students anywhere. As Rick Glass sums it up so beautifully in his feedback: Kindness has become embedded in these students. They are actively seeking ways to show kindness to each other, their families, their neighbors, their communities, and their world. I am glad these students will be our future. As they continue to spread their messages of kindness and good will, I believe our world will be in good hands.

2. Country (City / Region)
State: 
Israel
City: 
Petach Tikva
3. Company/organization/institute presenting the project
Organization: 
Ein Ganim School together with Harrison and Lincoln Elementary
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marsha Goren (representativie of the 3 schools)
E-Mail: 
gorenmm@zahav.net.il
6. Website
The website of the project: 
http://gvc0801.gvc08.virtualclassroom.org/
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: 
01/09/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The GVC Global Virutal Classroom vision is to empower, enable and connect students around the world using Internet technology. It aims to provide students the opportunity to develop three skills that are essential in the 21st century: * Cross-Cultural Communication * Collaboration * Computer Skills The major project of the GVC is a contest in which schools from around the world collaborate to build websites that are judged on the quality of their content and presentation, and on the collaboration. The contest runs from October through April, with winners announced in May. The targets and background of our project were to encourage the children to work as a team in Global collaboration, build a website by sharing ideas and creating materials together through the power of the Internet and Nicenet the classes exchanged and shared their ideas.

What does it try to achieve and how: 

The Kindness website has promoted kindness and has showed ways to help people all over the world through the stories, fables, and images created by the students of the three schools. Their combined effort has revealed a new way of living. It is the life of helping, giving, love, and peace. If everyone in the world understood how to live like that, there would be no more war or prejudice. The Library is a very important part of the website. The "How-To" section of the Library displays the rules of a kind world. It says not to judge someone because of how they look, to help others, and never leave anyone out of anything on purpose. The "Graphic Stories" section is an easier, more fun part of the library for kids who prefer plenty of pictures, nothing too complicated, and plenty of colors in what they read. The fable section of the library teaches people lessons, or morals, and widens their thinking and helps them to see new solutions to day-to-day problems with their friends, family, and people they run into on the street. The Team-Writing section helps kids interact with others their age through their stories, and develop creativity by continuing other kid's work. Through all the make-believe stories and drawings, the people in the project express how they think the world should be. One third of the Cafeteria is like the "How-To" section of the library with a food twist. The other two thirds are as important as the Library. They tell about food donations or food-related donations that have helped hungry families. Though not as big as the Library, the Cafeteria is one of the main wings of the website. We have learned a lot while working on this project, creating animations and pictures. It has opened my eyes to a better world- a world where we could all live in kindness and peace. By Gaya student from Ein Ganim Israel

Which opportunities/problems does it address to: 

It addresses the opportunities of encouraging children to work together with technology skills, it encourages creativity for everyone in the project, it encourages a dialogue of a sharing of ideas. It also has improved English skills and has opened a door to new friendships and an exchanging of knowledge with kids and educators from different areas of our world.

Please explain what is unique or special in your project: 

The creativity and the unique work which the children implemented in creating this project. It includes beautiful animations made by the kids, graphic stories, movies, ipods and pictures. They have all come together and found this experience more than rewarding.

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

The School of Kindness was the grand prize winner of the Global Virtual Classroom this year in the elementary school category. According to the judges: The Welcome section provided an excellent over all description of the site. It helped me understand what to expect and where to find things. I appreciated how lessons were taught in different ways to accommodate how different people learn (i.e., Graphic Stories). The credit section was straight forward, informative, and made it easy to determine the level of cooperation. I liked the graphics and I loved the topic. The content had great depth. “Entertaining opening flash; most content; most multi-media; best website”

How does it fulfill the users’ needs: 

Since the site was entirely created by children it is rewarding and satisfying for them to contribute and take part with other kids. Some of the feedback by the kids- I think that the project has really important meaning, the meaning is that people from all around the world can work together and have fun. Ein Ganim ello. My name is Heidi and I want to talk to you about Podcasts in the Students and Staff section. Podcasts are a way that we can share the message of Kindness with other students, teachers, and students around the world. The Podcasts are a way to communicate the Kindness message through real life, like video taping. When we do Podcasts, we get to communicate real life experiences, and get thoughts on Kindness through a website, to show that Kindness through Podcasts is another way to show how Kindness has affected lives. And straight from the persons mouth, instead of typing it out on paper. Words through the mouth are better said then done on paper. Sometimes you can just pour your thoughts on video tape and show Kindness through words coming straight from your heart about things that you think of other people’s points or your own. It really helps me see that we can show Kindness through creative ways, and still get the message through. My favorite Podcast was the one when Lincoln Elementary shared the news about the package that arrived from Israel. Harrison Elementary My favorite part of GVC was making new friends from around the world and having fun together. Lincoln Elementary

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
Is your project economically self sufficient now: 
Yes
Insert date: 
08/01/2008
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

Educators can find technology a tremendous way to motivate their students and improve their skills but the biggest benefit is seeing the motivation and determination the kids are willing to put into work like this.Sharing with an audience of peers from around the world is beneficial in more ways that can be written. This also improves creativity skills and has encouraged children to contribute to society and this helping focus has made an impact on their behavior.

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 Global Virtual Classsroom give something back international has encouraged educators and children from around the world to work together globallly through the power of the Internet. It is an excellent program and has grown from year to year. The most important element is the learning process and everyone in the project from the three schools felt they all learned so much in so many beneficial areas.

Future plans and wish list: 

I have sent the School of Kindness to all of our partners in Globaldreamers and the feedback we received has been phenomenal and children have been implementing the project and been inspired by us. I could only wish to work with educators like Rick Glass and Matthew Kuntz. They have shared their knowledge and their friendship with me and my students and for that I am eternally grateful.

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