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technology

MicroEDU

To provide a platform of education opportunities for children who lack access to education through online to solve setbacks of onsite volunteering, and also a systematic and organised database of inno

1. Project summary
Summary: 

MicroEDU is an effort to engage all educators and learners through technology and, most importantly, to offer more learning opportunities to children who lack such opportunities (such as those from rural areas). MicroEDU provides a systematic database of educational games, pre-recorded lessons, slides, videos submitted by innovative teachers and students from all over the world. This makes it easy and convenient for people to learn and share. Teachers have the opportunity to share their innovative ideas in engaging students in learning while all students, including children who lack learning opportunities, have access to these education resources as well.

This is because we will be providing technology gadgets and internet access to these children who lack learning opportunities. Along with teacher and student volunteers who will be appreciated and honoured with certificates of recognition, we will also help prepare these children to take recognised exams in their respective countries.

As each submission by innovative teachers or students reach a certain quality and rating, or for each time somebody scored full mark for the ‘featured educational game’ , MicroEDU will receive a certain amount of funding from Corporate Sponsors, and we will provide them with great advertisement and publicity services.

We also provide an opportunity for people from rural areas to market their products (handicraft etc.) online. This is also a means of fair trade (as they are frequently exploited by middleman when selling their products) and to develop entrepreneurial skills among these people. Individuals and small enterprises can also support us through purchasing these products. These small enterprises will receive publicity as well. Thus, we can ensure the sustainability of our project and continue to help more children from other parts of the world to have more learning opportunities.

We believe that education is a means to eradicate poverty. With technology, we shall build a bridge to reach out to children who lack learning opportunities, while connecting all educators and learners.

2. Country (City / Region)
State: 
Philippines
City: 
Philippines/Malaysia
3. Company/organization/institute presenting the project
Organization: 
MicroEDU
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Soo Jin Yun
E-Mail: 
jasmines0405@gmail.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: 
Helping youth step in the job market
Creativity and Social Innovation: 
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: 

It all started when 15 students from across the Asia Pacific are selected to attend the 1st Asia Pacific Microsoft Innovative Students’ Forum in Kuala Lumpur, Malaysia in conjunction with the Teachers’ Conference. Soo Jin Yun, a Malaysian, and Johanna Leibandoy, from Philippines, are partners in this project idea. The project idea is then awarded a 1500-USD micro-grant by Microsoft Corporation. Soo Jin Yun is currently on scholarship for the Sprout e-course to be assisted by TakingITGlobal to make this project a success.

Our mission is to advocate education for all, adopt an equitable use of technology, and work towards poverty eradication. Our vision is that all children and youths will gain education opportunities and be involved in youth participation as well as to benefit from the use of technology, and to have an awareness on fair trade and enterprise.

What does it try to achieve and how: 

We call this the 21st century—an era of globalisation and advancement in technology. To quote Jimmy Carter, “Globalization, as defined by rich people like us, is a very nice thing... you are talking about the Internet, you are talking about cell phones, you are talking about computers. This doesn't affect two-thirds of the people of the world…”

The integration of technology in education is a noble intention, but in reality this will most likely only benefit students who are studying in big cities and prestigious schools. What about those children who do not even have sufficient education opportunities? Be it the urban poor or children from rural areas, many still encounter the lack of access to education due to factors such as daunting journey/inconvenience of transport to school, unable to enroll in schools, lack of teachers etc. Some children do attend school but are highly dependent on the availability of teachers who would want to volunteer at certain times, and this often results in not having regular, frequent and sufficient number of lessons. In addition, they are rarely involved in healthy competitions and exposure to more learning experiences to be able to improve themselves. It is imperative to provide them a situation conducive for effective learning.

On the other hand, we have students who have easy access to technology like computers and the internet. Yet, many of them only use them for addictive games, social networking sites and such. They either lack the initiative or the information to explore the possibility of the role of technology in providing a systematic database of educational resources as well as in youth participation. Some are eager to involve themselves in youth participation but lack opportunities or are unable to commit due to various reasons.

On top of that, we have educators around the world who have devised innovative methods in teaching. While some of them have received recognition of some form, others may have been doing this for a long time and yet they did not receive support from their school/local authorities. Educators today are gradually pioneering the reform of teaching methods to engage students in learning. However, most of these efforts and initiatives are done individually or within a small group of educators. What is needed now is a platform for the exchange of ideas between different communities of educators, the compilation of these ideas, and to share their innovations to benefit more learners instead of just a limited number of their own students. These educators and teachers need a platform that supports their efforts and initiatives too.

Education, technology, youth participation and support for the generation of innovative teachers are the key issues integrated into my project idea. We believe that education is a means to eradicate poverty too. With technology, we shall build a bridge to reach out to children who lack learning opportunities, while connecting and encouraging the involvement of all educators and learners.

Which opportunities/problems does it address to: 

After attending the Asia Pacific Microsoft Teachers’ Conference and Innovative Students’ Forum, we realized that there are many teachers who are seeking innovative methods in teaching, but sometimes not all of them are given the opportunity to showcase their effort and share their ideas to be applied in other schools, communities or even other countries. We want to provide teachers with the opportunity to share and showcase their ideas, as well as students to access these educational resources. Students do not have to search randomly online because we arrange them in a systematic database.

While countries in the Asia Pacific are working towards the MDG of Education for All, and the use of technology in education is given more attention, there are still marginalised communities or children who lack education exposure.

Schools may be built but the lack of human resource for teachers in those areas and/or inconveniences in access (transport etc) to the schools are factors that these children are still being left behind.

In Phillipines, some children only get to attend school for 3 days a week because the place they are living in is too inconvenient for teachers to come in every day.

Besides that, in certain parts of East Malaysia, there have been cases on girls being raped by loggers on the way to school and some students dropped out of school because it takes a long boat ride to reach the school. Other times, some children who did attend school and who are able to communicate in English, ended up making handicraft in their own villages nevertheless.

Intervention is needed for an alternative platform to provide opportunities for these children. In terms of education, we can utilise technology so that helpful teachers/students are able to reach out to these children. This is also a systematic and organised database of resources for all educators and learners. Besides that, it is a platform for them to learn small entrepreneurial skills by doing online selling of handicraft, and avoid going through a middle man.

Please explain what is unique or special in your project: 

Our project is a cross-national project by two people of different nationalities. We start our pilot project in Philippines but look forward to expanding it to other communities in Asia Pacific. Our project idea is also acknowledged by the highly recognized Microsoft Corporation.

Children who lack access to education are usually helped by teachers who volunteer to teach, donations etc. But most of the time, teaching is not done on a regular basis or not as frequent as the normal schooling programme as there may be inconvenience for teachers or volunteers to get transport to the area, the money needed to travel, and most of all the time commitment.

Our project fully utilizes technology to bridge the gap. To solve the inconveniences stated above, we are using technology to bridge the gap. Educators and learners can connect with those children through the internet conveniently.

Our project is built upon the basis of involvement from various stakeholders, professionals, children, youth, corporate support, and anyone in this world who cares. (Details mentioned at section 12.5 of this proposal)

Our project also makes using the internet more meaningful to our stakeholders.

Our project is possible to be done on a long-term basis, and is able to expand as we gradually bring this benefit to more and more communities who need it. It is not only sustainable, it can gradually expand to a regional or international level, and thus widen the range of people who can benefit from our project.

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

The nature of our project requires active participation from various stakeholders.

Professionals, namely teachers or educators, have an opportunity to showcase their ideas at an international level. They can share their innovations and teaching methods to benefit other schools/communities/countries. Many teachers have been working on applications of technology in education but remain unknown to the society and world, and some of them do not receive enough support. They can now also learn from other teachers sharing the same dedication towards technology in education and help one another to improve current innovations.

Children from rural areas or urban poor who lack access to education will now receive an opportunity to learn online when resources are not available. Children can now learn from the online volunteers consisting of teachers and youths and also search for their own resources in our database. As our project expands in the future, these children are able to connect with children from other communities who are in similar situations. Children can also help their parents to market their products (such as indigenous handicraft etc.) at our online store.

Youths have the opportunity to become volunteers who will make an impact to the lives of those children. They can prepare prerecorded lessons/educational games etc or similar innovations like the teachers’ and submit it to our database to benefit the children. This will also benefit their character building and we will award certificates to acknowledge their contributions. Youths play a part in making the environment conducive for learning for all.

As each submission by innovative teachers or students reach a certain quality and rating, or for each time somebody scored full mark for the ‘featured educational game’ , MicroEDU will receive a certain amount of funding from Corporate Sponsors, and we will provide them with great advertisement and publicity services.

Individuals and small enterprises can also support us through purchasing these products. These small enterprises will receive publicity as well. Thus, we can ensure the sustainability of our project and continue to help more children from other parts of the world to have more learning opportunities.

Other stakeholders include Silliman University, Youth Organizations, Teachers Organization, Partner School, Students, Parents, Teachers, Principal, Local Industries, Volunteer Students, Volunteer Teachers, Internet Provider, Computer Shop, School Supplies Shop, Local Corporations, Department of Education, Municipality Mayor, Municipality Councilors, Local Media, Online Media

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

This is being described in the previous sections. Our project is not only relevant, but the core rudiments of it correspond to the promotion of the use of ICT for the educational and cultural development by professionals, children and youth.

Everyone gains personal benefits as well as uses ICT for a good cause.

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: 
Advertising
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

Youths nowadays tend to complain about not having laptops or sufficient technological gadgets at school but we wish to remind everyone of the children who do not even have the chance to receive sufficient education.

All our stakeholders, educators, professionals, learners, youths, students and people in this society can surely learn a lot. (Details mentioned at the other section).As mentioned, we hope to expand this project to benefit other communities of children who lack education opportunities too.

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: 

It all started when 15 students from across the Asia Pacific are selected to attend the 1st Asia Pacific Microsoft Innovative Students’ Forum in Kuala Lumpur, Malaysia in conjunction with the Teachers’ Conference. Soo Jin Yun, a Malaysian, and Johanna Leibandoy, from Philippines, are partners in this project idea. The project idea is then awarded a 1500-USD micro-grant by Microsoft Corporation. Soo Jin Yun is currently on scholarship for the Sprout e-course to be assisted by TakingITGlobal to make this project a success.

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I do authorize the FMD to the treatment of my personal data

URUGUAY: Global Leader in Equal Access to Digital Education

The One Laptop per Child association develops a low-cost laptop—the "XO Laptop"—to revolutionize how we educate the world's children.

1. Project summary
Summary: 

Ceibal’s strategic principles are: equality of opportunity in access to technology, democratization of knowledge and enhancing learning in schools and in the context of the whole experience of learners.
The project will be located institutionally and pedagogy developed in the field of primary education, since the target population consists of students from 1st to 6th year of primary education and their teachers.
The laptops are set up by OLPC for children are, lightweight, easily transportable and very durable. Its features enable work in diverse environments, also different to the classroom and open up opportunities for very different approach to teach and learn. .

This project aims to have a significant social impact on the relationship between the school and the family, the promotion of skills for the XXI century society in an attempt to reduce the existing digital divide

2. Country (City / Region)
State: 
Uruguay
City: 
Montevideo
3. Company/organization/institute presenting the project
Organization: 
CDI Uruguay
4. Type of organization
Select type: 
Cultural Institution (foundations, museums, galleries, etc…)
5. Project coordinator
Name and Surname: 
Jiulia Peruzzi Tirelli
E-Mail: 
juliap@media.mit.edu
6. Website
The website of the project: 
www.cdi.org.uy
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: 
03/03/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The introduction of computers in schools does not mean merely learning to use a technological resource, requires thinking about how their integration in the classroom enhances student learning, assessing not only access to new knowledge but also the development of attitudes, skills, etc.
Then you are not thinking in incorporating the technology itself, but according to the pedagogical approach. The integration of computers, was seen in the context of societal, cultural construction at the service of active development of significance by the student based on their interests and prior knowledge and based on their interactions with the object of knowledge through the teacher's mediation.
Education planning is seen as the anticipation of an area of opportunity for learning by the student, an area shaped by the teacher can be done in many ways. Computers widen that space, since these features are particularly appropriate for development of project work, topics, problem solving and networking.
This project has a very wide and ambitious target: to improve the ways that people learn and teach, to investigate social changes becoming through the experience

What does it try to achieve and how: 

The project will try to achieve it ambitious target and additionally, learn a lot of new pedagogic strategies and significant changes on the life of participants to be replicated and shared with all the people interested around the world.
The World Summit on the Information Society in Geneva 2003 recognizes that education, knowledge, information and communication are essential for progress, and welfare of human beings. Moreover, information technologies and communication technologies (ICTs) have an immense impact on virtually all aspects of our lives. The rapid progress of these technologies opens completely new opportunities to attain higher levels of development. The capability of ICTs to reduce many traditional obstacles, especially the time and distance, for the first time ever, allow the use of the potential of these technologies for the benefit of millions of people around the world.

We have not yet all the responses to “What does it try to achieve and how” instead we have many questions. Since is a projetc whit no precedents, we hope to learn by while doing it

Which opportunities/problems does it address to: 

Opportunities:
We are fully aware that the benefits of the revolution in information technology are today unevenly distributed between developed and developing countries and within societies. We are fully committed to turning this digital divide into a digital opportunity for all, especially those who risk being behind and further marginalized. Just give access does not involve overcoming the "digital divide". While the level of connectivity and use of technology is important, it is more important yet that people can have the knowledge, habits of critical thinking and values needed to use these tools in personal and collective development.
These are the great long lasting opportunities of this project: to built, all together a better life for everyone.

Problems:
Since this is a very innovative project, it could be rejected and/or misunderstand by teachers at the school.
Political changes at the government of Uruguay could change the educational aims of the authorities.

Please explain what is unique or special in your project: 

It is unique because is the very first time in the history that a country gives laptops to every children at primary schools.
I would like to remark that children own the laptop and carry them home or wherever they want. Also they keep their laptops even when they left the school.

CDI Uruguay is collaborating to extend the knowledge to families and communities in order to have better results extending the benefits of managing laptops to the whole society.
Other important innovation emerge from the agreement CDI Uruguay – CEIBAL to include families and communities at CEIBAL beneficiaries. Is a very innovative project aiming to demonstrate that the collaboration between ONE TO ONE projects and Communitarian Telecenters empower both projects towards the social development

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

The project have promoted ownership by teachers and students, while generating innovation among its multiple innovations. Teachers are learning new ways in the exercise of its profession, children and teachers are learning how to learn, curiosity and willing to learn is increased ... as well as fun at the school!
Since children have the laptops at home, the whole family is curious and interested at this “magic machine” which is fully connected to internet, even at home, due to the mesh network with the server at the school. So parents and other relatives are also learning very new things and using laptops for their own interests. Here is shown the importance of the intervention of CDI Uruguay and its telecenters.
The Internet access in Uruguay has been increased from 25 % until almost 60 %

How does it fulfill the users’ needs: 

While the level of connectivity and use of technology is important, it is more important yet that people can have the knowledge, habits of critical thinking and values needed to use these tools in personal and collective development.
Just give mere access to technology does not involve overcoming the "digital divide. Hence the importance of this project in encouraging the student in developing the necessary skills to enable them to exercise responsible autonomy and criticism and actively participate in building a world more human, more democratic and fair.
Additionally, CDI Uruguay intervention will fulfill need of other users who are not children at schools.

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

CEIBAL:
330.000 children and teachers (the same every month because they are the whole amount attending primary schools at the country).
CDI URUGUAY:
50 teachers of public and private schools at face to face courses
50 teachers reached at e.learning
60 relatives of children who own a laptop and have them at home

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

The World Summit on the Information Society in Geneva 2003 recognizes that education, knowledge, information and communication are essential for progress, and welfare of human beings. Moreover, information and communication technologies (ICTs) have an immense impact on virtually all aspects of our lives. The rapid progress of these technologies opens completely new opportunities to attain higher levels of development. The capability of ICTs to reduce many traditional obstacles, especially time and distance, for the first time ever, allow the use of the potential of these technologies for the benefit of millions of people around the world.

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

Uruguayan authorities promoted the realization of a public Educational Debate with participation of professionals and all the people interested at the subject.
It should be noted that the inputs related to Education and ICTs, with citizenship participation, confirm the line of the exposed bases pointing to the need "to ensure resources for the use of ICTs as a tool for democratization of knowledge".

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

Its core is to promote the educational and cultural development of students, teachers and families to improve educational and social development.

Describe how you measure (parameters) these results: 

Number of beneficiaries : children, youth, adults
Number of new teachers acquiring computer literacy.
Level of Internet connectivity at the country.
A medium and long term it can be measured educational and social changes.

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): 
More than 500.000
What is the source of funding for your project: 
Other
Other: 
governmental, with the collaboration of our NGO
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
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: 

About CDI International Network: The Committee for Democracy in Information Technology (CDI) is a non-profit organization working to free young people from poverty and social exclusion through the establishment of community IT and Citizenship Schools. CDI views IT literacy as a way to promote employment opportunities, civic participation, formal education, ecology, health, human rights and non-violence.
CDI seeks to help individual communities establish their own educational programs. Since its inception in Rio de Janeiro in 1995, the Committee has supported 933 communities around Brazil, South Africa, Angola, Chile, Colombia, Guatemala, Honduras, Japan, México and Uruguay, to establish their own autonomous and financially self-sustaining IT and Human Right Schools
These neighborhoods are among the nation’s poorest. CDI provides these schools with technical assistance, teacher training, curriculum development, as well as donated software and computer equipment.
By implementing the CDI model, the EICs have enrolled 936.900 graduates so far, mostly children and teenagers. The Committee has successfully adapted its methodology to reach diverse groups, such as street children, visually-impaired youths, prisoners, and indigenous people.

About CDI Uruguay: It’s a program which empower its targets working in coordinati on with CDI International Network over all the territory of this country. Since the starting of CEIBAL project, CDI Uruguay is collaborating with it to extend its performance.

CDI Uruguay offers Uruguayan communities technical assistance, teacher training, and help in developing methods and specific curricula for different social groups, free of charge. In addition, CDI Uruguay donates computers, printers, and software. Once an EIC is created, CDI Uruguay continues to assist in its development.

Information technology is spearheading the modernization process the world over. Young people living in poor communities are consequently extremely interested in it. The computer skills and knowledge of human rights and ecology, acquired in the EICs, create more opportunities for participants, as well as for their families and neighborhoods. In addition, there is a growing demand for IT skills in today’s job market. These young people, once equipped with computer skills, will have greater employment opportunities and will consequently be better placed to integrate into society both economically and socially.

Governments and non-governmental organizations, as well as non-profit and international development agencies, have acknowledged the remarkable effectiveness of the CDI model. For instance, UNESCO has been instrumental in lending institutional support and has granted the Committee with its Seal of Approval. CDI finances its activities through partnerships with the government agencies, as well as with corporations and philanthropic organizations. With the help of partners including Inter American Development Bank, Microsoft, Avina, World Bank, Swiss Re Brazil Services de Participators, United Methodist Church, Ashoka, Global Partnerships, Zonamerica Business & Technology Park, Punto Ogilvy, ARTech, República AFAP, Fanapel, Estudio Luis Lecueder and many others, CDI is building a solid financial and administrative platform, where new funding can be securely invested for the development of effective social programs.

Barriers: 

- Lack of flexibility of the school teachers, in those who are too attached to old educational methods.
- Teachers who are not familiar with computers and have afraid of new technologies.
- social and familiar violence, which produces damages to the laptops made by some relatives, and stole of laptops when children are carrying them home to school and vice versa.

Solutions: 

- To work hard with the purpose of overcome the reluctance teachers to adapt to the new age in education and to accept the new technologies at the classroom, with all the methodological changes that this means. This work is being focused in pedagogical training.
- Training every teacher in computer science.
- A broadcast campaign to overcome these awful effects of the violence, above all saying the characteristic of these laptops. Laptops has a owner – the child- who has the password to start it. In case of rob, the computer is blocked and so has not value at the market.

Future plans and wish list: 

From CEIBAL:
-To extend the delivery of laptops to secondary education.
From CDI Uruguay:
- To obtain financial resources to reach more people -families and communities-. The needed resources are to be applied for travel and per Diem for students at isolate areas of the country. We wish to do gatherings of interchange and special trainings according to the specifics needs of communities.
From both CEIBAL and CDI Uruguay:
- To involve at this "adventure" as much people as possible (from our country and from abroad).
- To make researches to learn more about and from the process of this project.
- To spread out the great amount of knowledge acquired in the process of the project

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EuroSwitch SwapShop

A cultural and communication project which provides a platform for teenagers to communicate and exchange cultural information with their European peers.

1. Project summary
Summary: 

Language teachers have included pen friends and exchanges in to their lesson planning for a long time, but as students now use e-mail, chat forums, blogs, podcast, video conferencing and so many other ICT based methods of communication, we decided to try to incorporate the Virtual world, and try to ensure that instead of hindering communication and socialisation it actually facilitated it and made it more accessible and immediate. We looked for a platform which would provide a safe environment with solid privacy controls to allow students to do all of this safely and only to an invited target audience. The Etwinning site proved to be perfect launch pad for this and we set up 2 projects for 2 year groups. These were called EuroSwitch and SwapShop. “EuroSwitch” came from the idea of switching/changing places anywhere in Europe – providing a window into each other’s surroundings and culture. “SwapShop” came from the English Swap, meaning to exchange, with the idea of a continuous stream of information exchanges. We found a number of schools and institutions around Europe and began creating PowerPoint presentations, debate threads on issues we concern this peer group, letters of introduction and so on. In some cases this lead to an actual visit where students got the opportunity to visit each other’s schools and turn their virtual friendships into real ones. As the projects are online, many students have continued to correspond through the summer holidays and the projects will be renewed in the new term with additional students and schools and countries participating.

2. Country (City / Region)
State: 
Spain
City: 
Alicante
3. Company/organization/institute presenting the project
Organization: 
Escuela Europea de Alicante
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Deborah Nicholson
E-Mail: 
Deborah.Nicholson@escuelaeuropea.org
6. Website
The website of the project: 
http://www.escuelaeuropea.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: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

As explained in Q 9 the targets are to make communication “real” and promote social interaction between young Europeans.

What does it try to achieve and how: 

To provide a platform for teenagers to communicate using the ICT tools with which they are already familiar, and enable the speed of communication and the immediacy of response and feedback they have become accustomed to since the inception of the internet. It is also a focus that computer provide an aid and a tool to human interaction rather than a barrier to it.

Which opportunities/problems does it address to: 

It provides the opportunity to communicate with real people in a combined real and virtual environment using a multitude of linguistic and visual methods. It also addresses the problem of the misconception that IT creates a barrier to social interaction, when in fact if used correctly it can greatly enhance it.

Please explain what is unique or special in your project: 

Students have combined the world of digital communication, which is so familiar to their generation, with that of more traditional methods, including exchanging gifts and making personal visits. They have learned firsthand the reality of living in another European culture.

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

The project is ongoing and will be continued with the same and new additional groups from September 2009. The results so far have been enhanced enthusiasm for language learning and improved abilities in using multiple ICT skills.

How does it fulfill the users’ needs: 

Answered in previous and subsequent questions.

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

Approx 280 per month, but this varies depending on which schools have been online, and what stages people’s power presentations are at etc.

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

The project was launched by one teacher with 2 groups of language learners, but has been extended to include many classes in many countries, and is being adopted my many other teachers and groups in the originating school. Comments by teachers involved in the visits have been very impressed by how the project had brought‘purpose’ to language learning in the students’ eyes. Also by how it has changed ICT from being a potential barrier to social interaction into being a tool which can greatly enhance it

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

As above

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

Answered in Q 12.4. However additionally the following formats and tools have been used: live chat, video conferencing, PowerPoint presentations, digital video editing, forums and debate threads, word processing, digital photography and video making, cultural and historical internet research. A multitude of skills have been combined to facilitate communication.

Describe how you measure (parameters) these results: 

Through feedback from students and participation from a growing number of schools. Also through the quality and richness of language used, the topics researched and presentations completed.

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: 
Other
Other: 
paid for in the general running costs of the school
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

By our current partner schools within the project. These include school in England, Italy, Portugal, Ireland, France, Poland, Romania, Belgium, Germany and Finland. Also by other teacher and groups within my own school.

What lessons can others learn from your project: 

That communication is enriching, and our peer group is vast. That the rapidly expanding world of computer and communication technology can help us be closer and more effectively “in touch” with other cultures.

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
Barriers: 

Time limits and time differences presented quite a challenge. We found that video conferencing was difficult to organise as we had coordinate concurrent times and availability of resources. Holidays differed between the schools, and times available in curriculum and hours or ICT spaces were varied.

Solutions: 

Initially this year it has involved A LOT!! Of teacher time at home (outside school hours) teachers have sent messages to other teachers – ‘on behalf of’ their students, and we would have preferred them to be doing themselves in real time. The lesson learned her is to find out this information at the beginning of the project and plan the timing to coincide as closely as we can.

Future plans and wish list: 

Expanding the project as planned to other schools and year groups – vertical (ages) and horizontal (more schools and groups) expansion.
Having the technology in place and a space for video conferencing.
Having up to to date video editing software with dedicated space and computers

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Learning Workshop - Oficina de Aprendizagens

The project Learning Workshop covers students of pre-school and 1st cycle basic education: ICT Workshop, Experimental Science Workshop, Experimental Math Workshop.

1. Project summary
Summary: 

The project Learning Workshop covers 125 students of pre-school and 1st cycle basic education and includes various Workshops: ICT Workshop, Experimental Science Workshop, Experimental Math Workshop. O projecto Oficina de Aprendizagens abrange 125 alunos do Pré-Escolar e do 1º Ciclo do Ensino Básico e engloba várias Oficinas: Oficina de TIC, Oficina de Actividades Práticas de Estudo do Meio, Oficina de Actividades Práticas de Matemática.

2. Country (City / Region)
State: 
Portugal
City: 
Angra do Heroísmo
3. Company/organization/institute presenting the project
Organization: 
EBS Tomás de Borba
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Anabela Santos
E-Mail: 
anabela.c.t.santos@mail.telepac.pt
6. Website
The website of the project: 
http://blogandonaescola1.blogspot.com
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: 
03/09/2007
9. Targets and Elements of Innovation
What does it try to achieve and how: 

The use of ICTs as instrumental nature disciplinary training aimed at pupils ' education and to support all areas of curriculum, favouring the development of competencies from the perspective of lifelong training. In the planning of the workshops are considered the content defined and the planificaões curricula for integrated project classes. The aim is to contribute to improving the mathematical learning, improving pupils ' mathematical profile and encouraging taste in this discipline, through the enhancement of practical lessons learned, promoting the integration of theoretical and practical dimensions through manipulativo, the use of miscellaneous equipment, exploratory activities and investigative skills, with ICT integration, where it considers that its use will; contribute to the achievement of apprenticeships and deepening of knowledge. In short, seeks to motivate pupils, improve their attention and commitment, developing the capacity to solve problems, rationalizing and communicate. A utilização das TIC como formação transdisciplinar de carácter instrumental orientada para a formação básica dos alunos e para o apoio a todas as áreas do currículo, favorecendo o desenvolvimento de competências numa perspectiva de formação ao longo da vida. Na planificação das sessões de trabalho são considerados os conteúdos definidos e as planificaões integradas nos projectos curriculares das turmas. Pretende-se contribuir para a melhoria das aprendizagens matemáticas, melhorar o perfil matemático dos alunos e fomentar o gosto por esta disciplina, através da valorização de aprendizagens de natureza prática, promovendo a integração das dimensões teórica e prática, através do trabalho manipulativo, do uso de materiais diversos, da realização de actividades exploratórias e investigativas, com integração das TIC, sempre que se considerar que a sua utilização irá; contribuir para a realização de aprendizagens e o aprofundamento de conhecimentos. Em suma, procura-se motivar os alunos, melhorar a sua atenção e empenho, desenvolvendo a capacidade para resolver problemas, raciocinar e comunicar.

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): 
From 10.001 to 30.000
What is the source of funding for your project: 
Other
Other: 
School fund
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

The ICT Workshop project was aplicated in other school. Daily activities are shared with other schools via the Internet.

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: 

To promote equal opportunities.

Barriers: 

Technical difficulties. Lack of resources and teachers.

Future plans and wish list: 

Continue to work.

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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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Globaldreamers- Peace project

A team project that engages children‘s creativity in exploration of peace.

1. Project summary
Summary: 

The Dream a dream project was developed by Mrs. Marsha Goren of Ein Ganim School Israel in 2001 and first met the Internet in 2002. The idea started as a vehicle to encourage children and educators to share in a learning environment that would lead to global communication and tolerance. Dream a dream at Ein Ganim prompts students at Ein Ganim and around the world to join in multicultural projects that capture student’s thinking in a visual way. It inspires children to take a deeper look at the world by exploring, exchanging ideas and using research tools, supporting a positive learning environment and a shared learning experience. Because of the war between Israel and the Palestinians which began in December 2008, we decided to invite schools to join in our peace project. The children felt the need to express their feelings on the subject together with many of our partners around the world. Our peace project aims to encourage cross cultural communication and promote global understanding, while helping children to expand their knowledge in technology, support the use of new educational technologies. The educational value of teaching about peace was essential and the results of the work we received from our partners is indeed heartwarming. More than 25 schools from around the world have taken part in this project as of today.

2. Country (City / Region)
State: 
Israel
City: 
Petach Tikva
3. Company/organization/institute presenting the project
Organization: 
Ein Ganim School
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marsha Goren
E-Mail: 
gorenmm@zahav.net.il
6. Website
The website of the project: 
http://www.globaldreamers.org/09peace/index.html
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: 
31/12/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

1. To encourage and inspire student involvement which strengthens the curriculum and allows learners to become active in the process and in real life exchanges. 2. To engage in an effective global collaboration amongst youth, authentic language use, and the promotion of learning towards positive cultural exchanges 3. To educate and train children to practice communication skills and provide abundant learning opportunities in an online environment 4. To have students use their English for authentic communications with a global audience of peers. Partners receive updates about the current projects. The website, which is a meeting place for all, allows students and educators to take part in varied activities, exchange ideas, and promote global collaboration. And finally the Globaldreamers peace project and its vision is to encourage peace among all nations and to educate a more tolerant and understanding individual.

What does it try to achieve and how: 

The project encourages global and cultural exchange among all who register. The project answers to the requirement of the curriculum, children are the center of attention and the learning is active. This projects allows children an educators to take part in this important and meaningful project, exchange ideas about peace and allow for global communication.
We were even given the opportunity to take part live on a radio program in the United States where children from the USA asked their colleagues in Israel about the war and they could express their opinions about the war and hope for future peace.

Which opportunities/problems does it address to: 

The peace project encourages children to work in creative ways of resolving conflicts and problems. Our dream is to create a global net work of schools working together in harmony and thinking of varied ways to encourage future peace. It is with each of us that peace can begin. There are many conflicts in the world. It is with understanding that the process of peace begins; the valuing of each person; the respect for cultures that are different from our own; the willingness to share our culture while appreciating those that are different.

Please explain what is unique or special in your project: 

The peace project is a very special project. First of all it helps to build cultural bridges among different countries. It also builds and unites relationships among the teachers, children and even their parents. When they ask other students from around the world for their thoughts on violence and peace, they really want to know and to share their ideas for solving these problems.
Another unique aspect is the fact that some of our partners shared their ideas on peace in their own languages. In addition, there are resources for the educators and ideas for teaching as well as the variety of materials we received from our friends around the world.

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

The results are measured by the many schools and children who have joined us in our work for many years now. The work has received international and national recognition throughout the years due to the hard work and determination of our hard work

How does it fulfill the users’ needs: 

Children and educators are pleased as the results are put on the website for immediate feedback. In the frequent weekly emails I sent to the educators there is mention of the great work everyone is doing and contributing for the benefit of all. Children take pride in what they are doing and act as ambassadors for their schools and countries in promoting peace.

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

Dream participants take part in the online activities and contribute materials to the peace project such as artwork, drawings, stories, poems, graphic work and writings. This encourages creative skills as well as high thinking skills when having to share ideas on such a serious subject like peace. I believe between three to five thousand children take part in various activities.

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

It has improved English and technology skills as well as creativity skills. Many children in our project have learned to use graphic programs such as Photoshop, animation programs such as Frames and Flash as well as html skills. These are skills that have led the children to work in global collaboration thus encouraging the future workforce around the world.

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

Though there is much thought behind the peace project it is easy to participate in as this is done purposely to encourage people to step in. Once they see how great their part looks they do more. Suggestions made by students are taken as seriously as those made by their teachers.

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

Since the project requires use of the Internet and email, participants at the very least must become confident in this use. Then many move on to digital photography, animation, presentation building and more as can be seen on the site.

Describe how you measure (parameters) these results: 

I can measure these results when I see the materials my students prepare as well as the materials we receive from our global partners around the world.

11. Sustainability
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: 
The Petach Tikva municipality helps with funding of about $1000.
Is your project economically self sufficient now: 
Yes
Insert date: 
01/01/2007
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

Yes, these project methods have been applied in many of the schools that are members of the Globaldreamers. Teachers and students from around the world are now contributing to the Globaldreamers project in many ways. Some partners have built their own websites or web pages which are linked back to our project. The knowledge is being shared by many people around the world. Teachers have provided positive feedback and remained in the project for more then three years. Globaldreamers presents a learning unit of global communication and a shared experience of cultural diversity. The information from the project can be used by schools anywhere in the world. The message of tolerance and peace which Globaldreamers is based upon can be suited to fit any class anywhere. We are here to assist and encourage others to join in our dream.

What lessons can others learn from your project: 

Children, youth, and adults everywhere share the same hopes and dreams for peace. Everyone wants to feel secure, be happy and have friends. No one wants war especially children who are not responsible for war as it is the adults who make these decisions.

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 have written earlier about how the project came to be and the different learning units have been created as the years went by. Our work with Globaldreamers has been on the Internet since 2002.

Future plans and wish list: 

Future expected development- We want educators around the world to join our global dream for peace. We dream of creating a CD to send around the world encouraging teachers and students dreams for a brighter future. We dream of sponsored workshop in OCL for educators around the world. The share concept is one from which educators benefit. We dream of an experienced teacher community helping new OCL teachers, answering questions, guiding as needed through an online site. We dream of other projects, contributing these materials to educators everywhere so children could benefit from our work. We believe in virtually doing everything, continuing what we are doing to promote peace and tolerance for a better world for our youth. Children are the future.

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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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