ICT

TEEP ICT CENTER FOR SUSTAINABLE DEVELOPMENT OF THE ENVIRONMENT

Project Location
Country: 
Kenya
City: 
Port Victoria
Organization
Organization Name: 
Tumaini Educational Endowment Project
Organization Type: 
Other
Specify: 
Non-Profit Community Based Organization (CBO)
Website
http://www.facebook.com/tumainicbo
Project Type
ICT for environmental sustainability
Project Description
Description Frase (max. 500 characters): 
Using of ICTs to support information and knowledge exchange that enhances monitoring climate, environmental disaster management and adaptation.
Project Summary (max. 2000 characters): 
Low income communities like Bunyala (Port Victoria) stressed and posed with climate change related stressors, need to develop the capacity to adapt to climate change in order to cope with short-term shocks and long-term trends. ICTs will form an essential part of that development. Our initiatives successfully combine local and external information and knowledge to make a valuCommunications, Early warning systems. 3. ADAPTATION: Environment, health & resource management, up scaling technologies and building resilience.able contribution to deliberate, pre-planned strategies for adaptation, focusing on the informational role of ICTs and combining local and external capacities. Climate change adaptation demand emergent actions that cannot be foreseen in advance, and which require the development of communities more as self organizing systems. The project concentrates on the adoption of new and emergent technologies in three broad and interrelated activities: (1) monitoring of climate change and the environment, (2) disaster management, accounting for preparation, early warning systems (EWS), and response and recovery, and (3) climate change adaptation. Other pertinent activities such as mitigation, resource management, education and capacity building, networking, monitoring and evaluation, and climate modelling are also to be addressed in stages. Specifically Information and communication technologies involve: 1. MONITORING: Observe, Detect & predict, Inform science & decision making. 2. DISASTER MANAGEMENT: Communications, Early warning systems. 3. ADAPTATION: Environment, health & resource management, up scaling technologies and building resilience.
How long has your project been running?
05/2011
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Our objective is to explore the possibility of using ICT for sustainable development of environment by using: PDAs  (Personal Digital Assistants) for food security and climate monitoring to collect data regarding changes in food security and climate situations; to build a Health Information Network by using electronic data upload and download through PDAs and mobile phones to facilitate decision making among health workers located in remote health centres; to use Data-Agro by sending SMS to farmers using low-cost mobiles regarding information on weather forecasts, market prices and cultivation practices; set up an environment Text Centre where the information is processed and responses are sent back via SMS and where Farmers and field volunteers send text to a central Internet-connected server where information is processed and responses are sent back; establish Flood Warning Systems that uses mobile phones to collect data for flood forecasting and forward to central early warning systems, which are then disseminated via traditional warning systems; set up Warning System Technologies, thst uses a wide range of new and emergent ICTs for receiving and disseminating alert messages to the public or central command posts.  With availability of resources we would like to implement the use of Wireless Sensor Networks (WSNs ) are systems of intelligent sensor nodes deployed to monitor particular environmental cues, such as temperature, light intensity, water levels, local meteorological data and pollutant level. The ICT is used to map the vulnerable areas for environmental conservation and data keeping for action.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
We can now use the ICT experiences to for potential ICT development projects to support both deliberate and planned strategies in practice.We have transformed the loop to largely work for communities to particularly become more self-organising as  they had not particularly developed local informational capacities or, at least, not to extent necessary given the demands being placed on them by the increasing intensity and frequency of climate change and related stressors. Communities are now more informed and involved in environment management and development. We recognise that since agriculture, including forestry, livestock and land-use changes, account heavily on global greenhouse gas emissions, the sector needs to be included in climate change management and reduced emissions from deforestation and forest degradation programmes. Moreover the project acknowledging that agriculture is the main driver of deforestation recognizes the interface between sustainable agriculture and reduced deforestation. “Re-greening landscapes” is a key element of climate efficient agriculture. In Bunyala emissions from land use, land use change and forest deforestation account for high of GHG (global greenhouse gas emissions).
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
2450 users per month, that would translate to 894250 users per year. The ICTs will be used to improve practices in agriculture and forestry; monitor air and water pollution; improve disaster warning and relief; improve the efficiency of the energy, transportation, and goods and services sectors; and harness social networking for transformative change.
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
More than 500.000 Euro
Is your project economically self sufficient now?: 
No
Since when?: 
05/2011
When is it expected to become self-sufficient?: 
05/2017
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Lake basin flood prone communities for disaster management and adaptation.
What lessons can others learn from your project? (max. 1500 characters): 
Others can learn from our project, that: ICTs play a crucial part in the development of climate change adaptive capacity. They do this in four ways: i) by combining existing data in new ways; ii) by enabling access to new data, information and knowledge; iii) by reducing costs of access to transactions and services; and iv) by their productive role in ICT-based enterprise. Our focus here has been largely on the first two applications, with the more transactional and productive roles that ICTs can play set aside due to lack of evidence, at least in relation to climate change adaptation. The dominant pattern of thinking on climate change adaptation has been top-down, deliberate, planned. This is a vital part of capacity building, but it is only a part. There needs to be equal recognition that many climate change adaptive actions will be emergent unplanned and arising from within individual communities and regions that should be understood as complex adaptive systems. The application of ICTs to climate change adaptation must also be shaped by this equality of recognition.
Are you available to help others to start or work on similar projects?: 
Yes

I colori dello Sviluppo: Opportunità di professionalizzazione nel campo del campo dell’ICT nella provincia della Zondoma ( Burkina Faso )

Project Location
Country: 
Italy
City: 
Grugliasco ( TO ) Piemonte
Organization
Organization Name: 
ITIS “ E. Majorana “ Grugliasco (TO)
Organization Type: 
School
Website
http:// www.itismajo.it/icoloridellosviluppo
Project Type
ICT for integration of migrants and refugees
Project Description
Description Frase (max. 500 characters): 
Riduzione del digital divide tra nord e sud del mondo
Project Summary (max. 2000 characters): 
Il progetto si occupa dello scambio di esperienze didattiche tra l’ITI e il liceo di Provinciale dello Zondama ( Gourcy) in Burkina Faso. A seguito dei corsi di alfabetizzazione informatica realizzati nel Liceo, dal confronto tra gli insegnanti dei due paesi, è nata l’idea di realizzare un’azione formativa su tecniche di installazione e manutenzione hardware e software di apparecchiature informatiche rivolta a studenti del Liceo con tutoraggio degli studenti dell’ITI che sono stati chiamati, dopo adeguata formazione, a recarsi in Burkina a trascorrere due settimane a Marzo 2011, sia per la realizzazione di un laboratorio di informatica ( impianto elettrico, installazione delle apparecchiature informatiche, costruzione della LAN) sia in qualità di formatori di un gruppo di studenti del Liceo designati dai soggetti partner. All’ITI Majorana si è attuata un’azione di divulgazione rivolta a tutti gli studenti dell’Istituto così da consentire un’adeguata preparazione e conoscenza culturale in previsione dell’accoglienza degli studenti burkinabè che saranno ospitati a completamento dell’iter formativo.
How long has your project been running?
09/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
•Conoscere la realtà di un paese del quarto mondo e il relativo sistema di formazione •Integrare gli allievi di diversa provenienza e cultura •Contribuire al diritto all’istruzione di tutti e ovunque tramite la creazione di professionalità in campo informatico-elettronico
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
La realizzazione del laboratorio, tra i più importanti di tutto il Burkina, ha permesso oltre alla realizzazione di altri corsi di formazione a cui hanno potuto partecipare i docenti del liceo e il personale del comune di Gourcy, l’utilizzo da parte degli studenti per le tutte le attività didattiche dei vari corsi. In allegato nel form una tabella dei risultati.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
La realizzazione del laboratorio, tra i più importanti di tutto il Burkina, ha permesso oltre alla realizzazione di altri corsi di formazione a cui hanno potuto partecipare i docenti del liceo e il personale del comune di Gourcy, l’utilizzo da parte degli studenti per le tutte le attività didattiche dei vari corsi.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 10.001 to 30.000 Euro
Is your project economically self sufficient now?: 
Yes
Since when?: 
09/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Che nel campo della formazione non ci sono confini geografici, culturali e sociali.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
L’organizzazione logista è sicuramente stata la parte più complessa: viaggio delle persone e delle apparecchiature,vaccinazioni e visti, garanzie per i genitori dei nostri studenti e l’adattamento alle condizioni climatiche del Burkina. Per continuare la formazione si implementato il progetto coinvolgendo l’associazione di IsF ( Ingegneria senza Frontiere) del Politecnico di Torino.
Future plans and wish list (max. 750 characters): 
Sviluppare la collaborazione in campo didattico mediante elearnig e la realizzazione di stage formativi per gli studenti burkinabè insieme a quelli italiani. Per poter realizzare e implementare il progetto sono necessarie nuove risorse economiche.

"TI RACCONTO IN...LIM"

Project Location
Country: 
Italy
City: 
MARANO DI NAPOLI - CAMPANIA
Organization
Organization Name: 
1° CIRCOLO DIDATTICO DI MARANO DI NAPOLI "D. AMANZIO"
Organization Type: 
School
Specify: 
SCUOLA PRIMARIA
Website
http://tiraccontoinlim.blogspot.it/
Project Type
Education up to 10 years
Project Description
Description Frase (max. 500 characters): 
“Sviluppare competenze costruendo le proprie conoscenze”
Project Summary (max. 2000 characters): 
Avendo come finalità l' affinare le competenze linguistiche e comunicative attraverso l’uso delle ICT e della LIM, con questa attività si è inteso affrontare il tema del racconto breve del genere “fantastico” e la sua trasformazione in fumetto. Un lavoro svolto da un gruppo di 18 ragazzi delle classi Quarte del circolo, attraverso il Blog creato per loro, http://tiraccontoinlim.blogspot.it/ dove l'apporto delle ICT, della LIM e del web 2.0 è ampliamente evidenziato. L’idea è nata all’interno del progetto “ AREE A RISCHIO” pensando di dare l’opportunità di un potenziamento in Italiano attraverso la LIM e le nuove tecnologie,visto che quest’anno siamo riusciti, come scuola, attraverso i FESR ad allestire laboratori e qualche aula con supporti multimediali. Consapevoli che le ICT hanno un’importanza notevole della didattica di oggi, ma che l’innovazione deve essere supportata, o meglio, caratterizzata da una metodologia che coinvolga e motivi l’apprendimento degli alunni stessi, specie in un’area, come quella in cui si trova l’istituto, a forte rischio immigratorio e con grandi disagi, la docente Anna Di Palma che ha elaborato e portato avanti il progetto, ha voluto sperimentare una didattica “enattiva” che attraverso il fare e il “lasciar fare” potesse permettere agli alunni di costruire le proprie conoscenze. Gli alunni hanno lavorato in gruppi di 4 o 5, in cooperative learning, in cui ciascuno aveva un ruolo ben definito: “l’annotatore/relatore, il disegnatore, lo scrittore, il lettore, con l’ausilio delle nuove tecnologie e principalmente della LIM: hanno iniziato con una “webquest”, una ricerca guidata su Internet di racconti, li hanno letti, ne hanno scelto uno per ciascun gruppo realizzando uno storyboard. Nella seconda parte del percorso che ha avuto, complessivamente, una durata di 40 ore, gli alunni, partendo dalla scelta di un nuovo racconto , dopo averne elaborato la sceneggiatura lo hanno trasformato in un "fumetto digitale"e inserito nel Blog e sul sito della scuola. Grande è stata anche la partecipazione dei genitori i quali durante un incontro hanno svolto delle attività con i ragazzi stessi! La possibilità di condividere in rete i propri lavori, le impressioni, la meta riflessione sul proprio operato, e soprattutto la gioia di realizzare un lavoro ben fatto, ha fatto sì che i ragazzi apprendessero elementi nuovi e consolidassero le loro conoscenze in un’atmosfera serena dove anche la curiosità scaturita nel voler vedere i lavori degli altri gruppi, li ha resi protagonisti in tutto il percorso.
How long has your project been running?
12/2011
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
OBIETTIVI SPECIFICI: Saper effettuare una “webquest” Saper leggere velocemente comprendendo il significato del testo Saper individuare le caratteristiche di un racconto Saper individuare le caratteristiche di un fumetto Saper riprodurre graficamente un testo Saper redigere un diario delle attività Conoscere e applicare le procedure di ideazione, pianificazione, stesura e revisione del testo a partire dall’analisi del compito di scrittura: servirsi di strumenti per la raccolta e l’organizzazione delle idee (liste di argomenti, mappe, scalette); utilizzare criteri e strumenti per la revisione del testo in vista della stesura definitiva; rispettare le convenzioni grafiche: utilizzo dello spazio, rispetto dei margini, titolazione, impaginazione. Scrivere testi corretti dal punto di vista ortografico, morfosintattico, lessicale Scrivere testi dotati di coerenza e organizzati in parti equilibrate fra loro. Scrivere sintesi (lineari e non-lineari, ad esempio sotto forma di schemi) di testi letti e ascoltati e saperle poi riutilizzare per i propri scopi Scrivere testi utilizzando programmi di videoscrittura e curando l’impostazione grafica e concettuale. Saper suddividere il testo in scene. Saper “tradurre” una storia in fumetto Saper realizzare un fumetto in digitale Il brainstorming iniziale per introdurre gli argomenti, e la strutturazione di mappe usando in particolare https://bubbl.us/ , ha fatto sì che ogni volta i ragazzi si incuriosissero e volessero provare i nuovi strumenti imparando a “processare i loro automatismi tecnologici” La lettura veloce è risultata divertente, in quanto, ogni lettore all’interno del proprio gruppo era cronometrato e a turno dovevano leggere quanti più racconti possibili per poter poi scegliere quello che più piaceva al gruppo stesso. Gli elementi di un racconto sono stati evidenziati, discussi alla LIM e ciascun gruppo ha elaborato quella che è stata chiamata la “mappa nel mezzo”: un argomento centrale intorno a cui ruotavano i personaggi, il luogo, il tempo, le metafore, la morale… La riflessione linguistica è stata affrontata all’interno dei loro stessi lavori di sintesi che sono stati fatti sia sotto forma di “riassunto”, sia suddividendo il racconto in scene, sia riprendendo i post dei ragazzi sul blog, laddove comparivano errori di ortografia, sintassi… Si è fatto uso del software autore della LIM (in particolare le funzioni: «avvia browser Internet», «cattura immagine parziale», «testo», «penna», «evidenziatore», «forme», «pagina con griglia», tendina, spotlight). Utilizzo del web per ricerche e approfondimenti sulla tipologia dei racconti e sull’origine, l’evoluzione e la grammatica del fumetto. Utilizzo di http://www.toondoo.com/ per la “costruzione dei fumetti” derivanti dai racconti scelti da ciascun gruppo. Sul sito stesso, trasformazione in fumetto digitale: http://www.toondoo.com//ViewBook.toon?bookid=384857 http://www.toondoo.com//ViewBook.toon?bookid=384860#bottom http://www.toondoo.com//ViewBook.toon?bookid=384862 http://www.toondoo.com//ViewBook.toon?bookid=384854
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Il progetto “Ti racconto in…LIM” ha visto il coinvolgimento di 18 alunni delle classi quarte A/B/C/D del plesso Amanzio: 5 alunni della sez. A, 3 alunni della quarta B, 5 alunni della sez. C, 5 alunni della sez. D. Il gruppo si è rivelato piuttosto eterogeneo, con alunni già in possesso delle abilità linguistiche di base, altri con prerequisiti appena sufficienti. Nonostante ciò, l’utilizzo delle nuove tecnologie, unito a una didattica cooperativa, ha fatto sì che i bambini diventassero sempre più ‘co-costruttori’ delle proprie conoscenze, favorendo più canali di apprendimento, evitando e compensando le debolezze individuali. La semplicità non è stato certamente un tratto distintivo di un tale approccio metodologico-didattico, ma è proprio la complessità a far sì che lo sforzo sia maggiore, con risultati certamente migliori. Dai test d’ingresso, a quelli intermedi, fino alla verifica finale, ai quali sono da aggiungere i testi dei racconti elaborati dagli alunni, si sono potuti evidenziare progressi sia nell’esposizione orale, sia nella comprensione dei testi letti, ed in particolare una maggiore capacità di ricavare informazioni anche attraverso inferenze
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
I genitori degli alunni coinvolti sono quelli che maggiormente hanno seguito e partecipato anche attraverso interventi nel blog
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
PROGETTO “AREE A RISCHIO" AUT. MIUR PROT. N° AOODRCA R. U. 412 DEL 16/01/2012
Is your project economically self sufficient now?: 
No
When is it expected to become self-sufficient?: 
10/2014
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Sicuramente si può provare a sperimentare il web 2.0 come strategia per motivare i ragazzi allo studio, alla lettura, alla scrittura. Inoltre si ha la possibilità di lavorare su testi diversi, di dare l’opportunità ai ragazzi di “produrre” e condividere con gli altri il proprio lavoro. N.B. Poiché il sistema mi dice che il file di presentazione è troppo pesante, l'ho inserito su DROPOBOX: https://www.dropbox.com/s/90290ygssd444m7/TI%20RACCONTO%20IN%20...LIM%20-%20ANNA%20DI%20PALMA.ppsx
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Non ci sono stati molti ostacoli da affrontare, in quanto sia i ragazzi che i genitori erano entusiasti della loro partecipazione al progetto.
Future plans and wish list (max. 750 characters): 
Vorremmo che il progetto si estendesse anche ad altre classi, sperimentandolo anche con alunni in difficoltà. In particolare condurre i ragazzi ad elaborare un Digital Storytelling, lavorando anche (o soprattutto) sulle loro emozioni, condividendole con gli altri e così facendo accrescere il loro bagaglio, non solo culturale e interculturale, ma scoprire che il crescere è “un’avventura” e che farlo insieme è meglio! Occorrerebbe avere delle aule attrezzate con LIM e tablet in quanto, sebbene la scuola sia ora fornita di 2 laboratori multimediali, il poter lavorare in questo modo in classe, senza doversi spostare, abituerebbe alunni e insegnanti ad un tipo di didattica che non solo si avvicina al mondo dei ragazzi, ma che diventa sempre più personalizzata, permettendo così un passaggio graduale e consapevole dalle “conoscenze alle competenze

Junior Eurovision Song Contest

Project Location
Country: 
Romania
City: 
Brasov
Organization
Organization Name: 
Scoala Generala Nr.9 ,,Nicolae Orghidan" Brasov
Organization Type: 
0
Website
http://juscetwinningproject.blogspot.com/
Project Type
Education up to 10 years
Project Description
Description Frase (max. 500 characters): 
Junior Eurovision Song Contest is a project based on a singing contest.
Project Summary (max. 2000 characters): 
The idea of the project came when I met online some partners on eTwinning portal. We decided to develop our students cultural awarness in a creative, motivating and pleasent way. The children recorded a song in their language and shared with everyone involved. Then they voted on a winner. They also sent introductory video, emails about theirselves and home. They gave their opinion and they made friends. They developed their 21st Century skills. 5 partner schools were awarded with the Quality Label for their work. They are: Hurryiet Ilkogretim Okulu- Turkey, IS Luigi Barone- Italy, Scuola media " Fracassetti- Betti" - Italy, Ecole elementaire "Les Vikings" Tourretot- France and Scoala Generala Nr.9 ,,Nicolae Orghidan" Brasov- Romania.
How long has your project been running?
09/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
The project main objectives were to develop language skills, to develop global links and to develop cultural awareness. The students prepared introductions and recorded the song in their mother tongue. They voted the winner and they were in continue contact with partners involved. They had a voice because they chose the recorded song and they voted the winner. They visited the project twinspace -http://new-twinspace.etwinning.net/web/p34719- and webpages and they left comments and shared experience. They were informed about other cultures and they listened other languages. They developed their computer skills and they proved critical thinking during the voting process. They visited the project blog, read the partners presentation letters and watched their town presentation loaded-up on the twinspace . They looked at the photos posted on the twinspace by our partners and they talked about what they noticed: what was similar vs. what was different. They prepared their song in their mother tongue , threy recorded it and then they uploaded the video on the twinspace. They watched or listened the other songs and tried to recognize the language.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The students developed their musical talent and their selfconfidence. They developed their ICT skills, they collaborated and comunicated during the work process. They were involved into a competition and they work hard in order to win it. They used their own language and they used foreign languages too.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The pupils knew each other from the photos and the presentation They were young children but they visited with their teacher the blog and the twinspace and they could share their work and their experience with the other partners involved into the project. They worked together in order to took and upload photos and to record the song for the contest. They elected their ambassadors for their vote expressing.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Is your project economically self sufficient now?: 
str. Brazilor nr.18, Brasov- 500 313+
Since when?: 
12/2011
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Our project is a great lesson about communication in foreign languages and about the universal language of art. Music is an universal communication code and it could be a wonderful tool for developing many of 21st century skills in school. Junior Eurovision Song Contest proves that the students are real competitors and good active citizens even they are coming from different cultures and civilizations.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
It was a real challenge to compete with so many teams from different countries and to find the appropriate online tool for organizing the contest and the voting process. Partner teachers decided to use in the next contest radio online tools because they are safer.
Future plans and wish list (max. 750 characters): 
We were very proud we were the winner of the contest. We want to be very good in the next session too and to prove we are " The Little Bells" so we have already started our work in Junior Eurovision Song Radio.

King of my castle

Project Location
Country: 
Romania
City: 
Caracal
Organization
Organization Name: 
Gh. Magheru Caracal
Organization Type: 
0
Website
http://king-of-my-castle.blogspot.com/
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
Based on Gardner's Multiple Intelligences Theory, our eTwinning project tried to tackle each one of them, using the real castles and trying to "strengthen" the castles of our children's minds
Project Summary (max. 2000 characters): 
The project idea came at the end of an eTwinning learning event based on Howard Gardner's theory of multiple intelligences. We decided to apply the theory and see how our students will react. The theme was very generous and very well chosen. The students accepted the project with great enthusiasm, which they kept until the end. The work process was planned on 6 topics: - real castles in each country presentations, along with their natural surroundings(natural smart) - stories about castles, jumbled ones, unfinished or even fictional( language smart) - mathematical problems related to castles ( dimensions, age, number of rooms...) (maths and logical smart) exchanged and solved by partner students. - best draw or icon of a castle( kinesthetic and spatial smart), contest where children will comment and vote their partners' works of art( social smart). -songs related to castles, recorded by our children or searched by them on youtube( musical smart) -games, quizzes, puzzles(self smart). The initial time-schedule of 6 months was compressed because children were so enthusiastic they solved more than one task a month, so the most of active partners completed them in advance, working in ICT, History, Geography, Language, Maths, Art and Music classes. 6 of the partner schools were awarded with the European Quality Label in eTwinning. They are: Adriana Maris-Colegiul National "Coriolan Brediceanu", Lugoj, Romania; Beata Janus-Lewczyńska-Szkoła Podstawowa nr 24 im. Jana Marcina Szancera, Częstochowa, Poland; Cristina Nicolaita (FOUNDER), Scoala cu clasele I-VIII Gheorghe Magheru, Caracal, Romania; Cristina Ongaro, Istituto Comprensivo B. Barbarani, Minerbe, Italy; Florin Mariş, Scoala cu clasele I-VIII Nr. 2, Lugoj, Romania; KSENIJA VIDMAR-NINCEVIC (FOUNDER), Osnovna škola Bartula Kašića Zadar, ZADAR, Croatia.
How long has your project been running?
10/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Our main interests in developing this project were Multiple Intelligences and 21st Century Skills. Creativity and innovation; Critical thinking and problem solving; Communication; Collaboration. Following Bloom's taxonomy, the Project aims are divided into: *Cognitive Students will (Students learn important issues of famous castles, *Develop their awareness of geographical & historical features of other partner countries, *Improve their ICT & EL skills, *Affective Students will, *Develop and widen up their interpersonal skills via communication with their partners, *Show the positive disposition towards the introduction of the European dimension within the school setting,*Psychomotor Students will,*Develop their artistic skills and multiple talents.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The pedagogical innovative result achieved by our project consisted in treating a theme (Castles) by different approaches, using the theory of Multiple Intelligences. In this manner, all the students involved were able to find their place in the project, according to their best intelligence and, working together as a team, they developed their 21st Century Skills. The students used their creativity in every project activity or aspect, because they chose the way to express themselves (through art, science, collaboration, use of ICT, etc)
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
We used teachers room, but also twinspace ( http://new-twinspace.etwinning.net/web/p37934/welcome), project diary ( http://twinblog.etwinning.net/27550/), messenger and e-mail to discuss issues, to exchange opinions, to offer and ask for help. We also collaborated through tools like google.docs, wallwisher, voicethread, easypool to organize our work and solve the tasks together. Our blog received about 200 visits a month.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
We didn't need funding.
Is your project economically self sufficient now?: 
R. Calomferescu Street, No 7, Cod 235200, Caracal, Romania
Since when?: 
10/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Students were free to upload additional material.Pupils take account of the needs of partner schools regarding the use of ICT, too.That is the best part of the project as they suggested the contest for the best icon (they voted for the best one), created their fictional stories, even shape poems, new Romeo and Juliet version....We were peers and that was great! The same happened with our partners. That's the integration of the highest possible creative collaborative work of our students and ourselves, as teachers, and other partnering schools which we've never experienced before!
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Future plans and wish list (max. 750 characters): 
Our several-month experience while working on this Project tells us that the idea could be easily adaptable to any age of a child. Moreover, we could continue the Project this year with the same/different students, engage the same/add new partners and, of course, we'd update new ICT tools to demonstrate the Project aims.

BUNYALA RURAL COMMUNITIES ICT AND CULTURAL DIGITAL MEDIA CENTER (BRCICTCDMC)

Project Location
Country: 
Kenya
City: 
PORT VICTORIA TOWN
Organization
Organization Name: 
TUMAINI EDUCATIONAL ENDOWMENT PROJECT (TEEP)
Organization Type: 
Other
Specify: 
NON PROFIT COMMUNITY BASED ORGANIZATION (CBO)
Website
http://www.facebook.com/tumainicbo
Project Type
Helping youth step in the job market
Project Description
Description Frase (max. 500 characters): 
To provide opportunity for young people to acquire ICT literacy and necessary technical skills for job opportunity.
Project Summary (max. 2000 characters): 
The project puts emphasis on using information and communication technologies in the context of global youth priorities, such as access to education, employment and poverty eradication. In addition, the cost of ICT access (mobile phones and Internet) is much higher as a proportion of per capita income in these particularly disadvantaged countries. We want s to bringing together all relevant stakeholders, including governments, civil society and the private sector, and encouraging them to work together to provide an environment that fosters the development of young people and enables them to realize their potential in the Information Society. The ICT centre will act as a resource centre for community mobilization, training and empowering young people to engage in community economic development by venturing them into employment. Disadvantaged and marginalized youth, such as migrant and refugee youth, youth with HIV and AIDS, indigenous youth, youth with disabilities, rural youth, youth experiencing poverty, and those facing discrimination, are often excluded from access to ICTs. The effective allocation of resources so as to ensure equal opportunities and access to ICTs for youth living in vulnerable situations is critical to ensuring that ICTs are used and developed in an inclusive and equitable manner.
How long has your project been running?
09/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
We must address unequal opportunities for ICT use within groups. Important factors in this respect include an individual’s socio-economic position, level of education and place of residence. We want youth participation in democracy and the possibilities that may develop after the digital revolution. Opportunities for children and youth to express their ideas and opinions about different issues in society have traditionally been very limited. We want to participate strengthen policies for the provision of information and communication technologies (ICTs), including access to internet, for education, and including the promotion of ICT training for education that is relevant and of high quality. The project seeks to serve Youth through a number of products and services: Participatory Project Design; youth Led Innovative Program Implementation; seed Grant Projects for Entrepreneurship Development; developing multi-stakeholder partnerships for program design; building local capacity for program implementation; using new technologies for livelihood generation; community Driven Development; initiating Pilot projects; livelihoods based approaches to enterprise development in: Renewable Energy, HIV/AIDS, IT, Rural Development, Water and Sanitation and community volunteer-ship.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
In a broad sense, the benefits arise from improvements in education and access to information. At the individual level, ICT has assisted some young people to gain more meaningful jobs, to communicate easily with other youth from all over the world, and thus share their experiences. Some youth are capable of using ICT in diverse and novel ways, as a result of which traditional forms of socialization such as the family and school are increasingly being challenged and overtaken. These technologies offer a culture of information, pleasure and relative autonomy, all of which are particularly appealing to young people. Many young people are simultaneously experiencing life within the global and local spheres. They develop a global consciousness yet still have to function and survive in their own locality and culture. The project evaluation criteria includes study on: the importance of the role of youth entrepreneurship in creating employment opportunities from ICT; the value of public-private partnerships in making the most of the employment potential of ICT for young people; how ICT opportunities can also assist vulnerable groups of young people; ways that ICT can help link the informal sector to opportunities in the world economy.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
• Every computer 20 Users Per day • 20x120 = 2400 users • 50 x1 computers for professional training • 2450 Users per day • 2450x30= 733,500 per month • 2450 Users x 365 days • Total, 894,250 Users per year • 50 computers x 3 centres • 50 computers x 3 (mobile ICT Unit, Schools) • 300 computers for public usage • 100 computers for professional training • Total, 400 computers. • 500 e-books (for e-library)
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
More than 500.000 Euro
Specify: 
Fundraising, donations, grants, products and services sale, endowements like Micro entrepreneurship - business opportunities for the youth
Is your project economically self sufficient now?: 
No
Since when?: 
09/2010
When is it expected to become self-sufficient?: 
01/2017
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
In other communities by national ICT access programme.
What lessons can others learn from your project? (max. 1500 characters): 
Youth and ICT play an important role to uplift the living standard of youth themselves and the community they live in. Furthermore, ICT can increase the interest to learn new things, easy mean for job searching and application, easy money transfer and payments for school fees, easy communication and mass media entertainment; ICT helps in the cognitive development aspect of children, students, and all; ICT helps everyone to develop and shape their thinking power; logic sense; ICT increases the self confidence of a person, opening up to diversity and inclusion, helps in skill development. On creating job opportunities: youth use skills to open micro-entrepreneurship like mobile phone money transfer, setting up a community disaster management training- warning - and mobilization center as a mean for social development and resource support. ICT projects are vital to improving rural community livelihoods by: informing and forming on relevant decisions about livelihood strategies, thereby reducing disaster impact (flood, disease, drought warning and mitigation), and increasing income diversification; improvements in efficiency and effectiveness of rural service delivery across areas of health, education, agricultural extension, training and knowledge resources.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
<div>Despite the many benefits, Technology in general and ICTs in particular, the project offers to the &nbsp;youth and other &nbsp;citizens, modern ICTs pose several obstacles including the implied costs, keeping up-to-date with ever changing technology and abuse. In our solutions we seek to improve community awareness and participation in the project. Next steps: 1. More feasibility studies 2. Educating Juniors and the community about the project 3. Recruiting more Juniors and training them 4. Secure endorsement of concept by investors, donors and sponsors 5. Pre-development phase fund-raising, donors, investors 6. ICT professional, artists, architecture; engineering team and selection 7. Partnership development with the donors and advisory and ICT constructing companies like CISCO and SAFARICOM to help in project definition, planning and technical support. 8. Development of a strong fund-raising committee and concept refinement.</div>

CHOCOLAT 3B Podcast

Project Location
Country: 
Italy
City: 
Como
Organization
Organization Name: 
Scuola Media "M. Buonarroti" di Olgiate Comasco (CO)
Organization Type: 
School
Website
http://chocolat3b.podomatic.com/
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
Parliamo di poesia, arte, canzone e storia. Facciamo corsi di alfabetizzazione digitale per over 60 e gestiamo un centro radiotelevisivo didattico e produciamo audio-libri per stranieri e ipovedenti.
Project Summary (max. 2000 characters): 
Produciamo "audio-libri per stranieri, ipovedenti" e tutte le persone che amano la lettura. Con un gruppo numeroso di lettori volontari italiani ma anche di altre nazionalità  delle scuole di Como, dopo aver seguito un laboratorio dedicato alle varie tecniche di lettura, si adoperano per dare vita a "libri parlati" dati in prestito dal Sistema Bibliotecario comasco a tutti coloro che ne fanno richiesta, assieme al supporto tecnico (lettore mp3 o ipod) necessario per ascoltarli. Le persone ipovedenti possono assaporare nuovamente il gusto per la lettura, mentre gli stranieri che nella nostra comunità  sono un numero considerevole, hanno la possibilità  di scoprire opere letterarie nella loro lingua. "Corsi di alfabetizzazione digitale per anziani" dove sono gli alunni ad insegnare ai nonni ad utilizzare il pc e a navigare in Rete. "Lezioni di poesia e di arte": produciamo lezioni audio che mettono a confronto le poesie dei classici con le canzoni dei cantautori italiani ma anche con le pi๠celebri opere d'arte italiane. Si tratta di pillole di 10 minuti che possono incuriosire l'ascoltatore: dallo studente, all'appassionato, al ricercatore, avvicinando, in special modo i pi๠giovani, al mondo della poesia, dell'arte e anche della canzone d'autore. "Podclass": uno spazio attrezzato di telecamere, computer e programmi di montaggio (un vero e proprio set televisivo), nato con la collaborazone tra noi e l'Ufficio Scolastico di Como e messo a disposizione di professori e studenti per inventare, produrre e realizzare trasmissioni radiotelevisive, dedicate a temi culturali e di arte, registrate e messe in rete. Tutti i pomeriggi il centro è aperto ai ragazzi che intendono apprendere il montaggio video e audio, l'arte del cameraman o quella del regista. Mentre al mattino, per un giorno alla settimana, il centro ospita una scolaresca che ha intenzione di realizzare un prodotto radiotelevisivo basato su un percorso culturale ideato in classe col proprio professore.
How long has your project been running?
03/2009
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
- l'integrazione delle nuove tecnologie nella didattica tradizionale - abbattimento del "digital divide" - educare i pi๠giovani ad un uso positivo e creativo della tecnologia e della Rete - appassionare allo studio della poesia, arte e storia mediante l'utilizzo di strumenti familiari ai giovani - apprendimento permanente lungo tutto l'arco della vita, attraverso il mobile learning
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
A livello internazionale, hanno parlato di noi: ABC Australian Tv - Independent Education Southern Africa - PTS Taiwan Television - Global Post e Associated Press (USA) - Ebru Tv (New Jersey) - Radiotelevisione Svizzera - European Media Education Project. Hanno inoltre scritto i più prestigiosi media italiani, compresi Rai Educational e Ministero dell'Istruzione. Potete visionare tutte le recensioni qui: http://chocolat3bpodcast.wordpress.com/dicono-di-noi/ Collaboriamo con la Socratic Arts di Roger Shank, l'Università  di Ginevra e la Bicocca di Milano, il Consiglio Nazionale delle Ricerche, Mondadori Education e Garamond di Roma. Abbiamo vinto numerosi concorsi: siamo stati finalisti a "Policultura 2010" del Politecnico di Milano e al concorso internazionale "Global Junior Challenge 2009". Siamo i vincitori di: "Premio Bruno Ciari 2011", Associazione Nazionale Pratiche Filosofiche. "Progetto Gaber", terzo posto per il concorso organizzato da Ministero dell'Istruzione e Fondazione Giorgio Gaber. "eContent Award 2010", terzi classificati nella categoria 'giovani talenti'. "Premio Antonio Fogazzaro 2010" - Secondo posto. "Xmedia "“ Composizioni poetiche multimediali 2010", concorso d'eccellenza del Ministero dell'Istruzione. "eTwinning Quality Label". "Emoticon Art - Docente dell'anno 2010", concorso dell'ANP, Associazione Nazionale Dirigenti e Alte Professionalità  della Scuola. "A scuola di Innovazione 2010", concorso del Ministero per la Pubblica amministrazione e Innovazione per i migliori oggetti didattici digitali prodotti nelle scuole. "Xmedia" Composizioni poetiche multimediali 2009", concorso d'eccellenza del Ministero dell'Istruzione. "Econtent Award", per il miglior contenuto in formato digitale del 2009, categoria 'giovani talenti'. Concorso indetto dal Ministero per i beni e le attività  culturali e il Ministero della Gioventù. "Inventa lo spot dei Giochi della Gioventù", premio per il miglior spot pubblicitario del 2010 nel concorso indetto dal CONI.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
Abbiamo oltre mille abbonati che scaricano gli episodi che di volta in volta produciamo. Ci scrivono giornalmente via email o lasciando dommenti sul sito, utenti di varie età  e bagaglio culturale, come semplici appassionati di tecnologia, studenti e professori per avere delucidazioni sul nostro progetto e magari capire come replicarlo, oppure per usufruire dei contenuti che proponiamo. In alcuni casi sono nate felici collaborazioni.
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Is your project economically self sufficient now?: 
No
Since when?: 
03/2009
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Da alcune scuole di Como, ma anche di Latina o dell'Alto Adige. Il vademecum che abbiamo scritto a questo scopo, o le informazioni che diamo ogni giorno tramite email, le videoconferenze fatte tramite skype, hanno permesso a docenti o lavoratori del settore educational di realizzare progetti simili al nostro.
What lessons can others learn from your project? (max. 1500 characters): 
Quanto sia importante lasciare spazio alle nuove tecnologie all'interno della scuola, senza che queste sostituiscano del tutto i tradizionali strumenti d'insegnamento, ma si integrino con essi, in modo da dare la possibilità  agli studenti di liberare la loro creatività , facendo uso di quella tecnologia e della Rete che tanto amano.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Future plans and wish list (max. 750 characters): 
Realizzeremo con il CNR "“ ITB, lezioni audio e video per la formazione degli operatori della Sanità . Con l'I.T.C. Buonarroti di Arezzo e la Fondazione TSD Comunicazioni, daremo vita ad un laboratorio di podcasting per l'inclusione scolastica, sociale e digitale nel territorio di Arezzo e provincia.

MATHEMATICOMIX

Project Location
Country: 
Greece
City: 
Athens
Organization
Organization Name: 
7th Primary School of Agii Anargyri
Organization Type: 
0
Website
http://mathematicomix.wordpress.com/
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
The project aims at developing students' creativity, critical and logical thinking, foreign language, artistic, as well as ICT knowledge.
Project Summary (max. 2000 characters): 
The project aims at developing students' logical and mathematical thinking. Through texts on famous mathematicians, we will ask our students to invent problems, based on the theory presented or draw the theory, as they perceive it in a comic form. The problems will be exchanged, so that students will try to find the solution, while drawings will be presented in a comic form. Additionally, quizzes and games will also be developed.
How long has your project been running?
01/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Mathematicomix is an interdisciplinary project. Through EFL we attempt to develop students' logical thinking, ICT, artistic and affective skills. In more detail: Texts with information on famous mathematicians are developed. They will present some biographical notes, as well basic information on their theory. Students discuss the texts and design their own problem on the theory presented or they draw the theory, as they perceive it in a comic form. Problems are exchanged, whereas drawings are photographed and presented in the blog. The final step is the presentation of the material, together with a map on which students have attached the photos of mathematicians on their place of birth, as well as a project evaluation by the students.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
A logical problems material by the collaborative work of the participating schools, which will contain the problems designed by the students. Posters with the students' drawings. A map with the photos of the famous mathematicians, attached on the place of birth. Games based on the mathematicians' studied. Dissemination of the project results.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
Teachers and students from Romania, Croatia and Greece collaborate to design and implement the project. The blog teachers co nstructed, as well as the project's twinspace ( http://new-twinspace.etwinning.net/web/p23177 )was the basic tool of interaction.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
We did not need any special grant for the project
Is your project economically self sufficient now?: 
13, Deligianni street, 13562 Agii Anargyri, Athens, Greece
Since when?: 
01/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Maths is fun. ICT can prove an excellent psycho-pedagogical tool. Maths can be taught through the EFL course. Collaboration is the key for a successful project.
Are you available to help others to start or work on similar projects?: 
Yes

Poetic IQ

Project Location
Country: 
Greece
City: 
Athens
Organization
Organization Name: 
7th Primary School of Agii Anargyri
Organization Type: 
0
Website
http://poeticiq.wikispaces.com/
Project Type
Education up to 10 years
Project Description
Description Frase (max. 500 characters): 
PoeticIQ ia a collaborative project on poetry that uses ICT to make students develop their cognitive, real life, desicion making, affective and psycho-motor skills.
Project Summary (max. 2000 characters): 
Poetic IQ is a collaborative poetry project between two Primary schools in Greece and in Poland. The project asks students to solve problems in order to identify the names of famous poets/poetesses of the partner country, which they write in the respective Wiki page (Polish and Greek solutions to the Poetic IQ problems). The second step is to navigate Internet to find photos and information about the poets/poetesses they found and complete the Bio Matrices of the poets/poetesses of the respective countries (Greek students complete the bio matrices for the Polish poets and vice versa). Teachers play an important role here, as they should teach students how to use Internet safely. The next steps ask students to read the poems of the partner country and re-create the poem in a drawing form and write a poem of their own, based on the same topic. Next, students rehearse the poems in both their native language and in English. The final step is the voting procedure of the best poems/drawings, done by the students of the partner countries (Polish students vote for the Greek drawings/poems and vice versa), as well as the project evaluation and presentation of the two books (drawings and poems) to parents and school community.
How long has your project been running?
08/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Following Bloom's taxonomy, the course objectives are divided into: Cognitive:Students will develop their mother language and foreign language skills. They will also learn about the life history of famous poets and poetesses from Greece and Poland. They will develop strategies to problem solving and decision making and grow their creativity skills. Affective: Through cooperation, students will develop their interpersonal skills, their self confidence and self esteem. Psycho-motor: Students will develop their ICT and artistic skills.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The project evaluation was conducted by the students at the end of the project. It was based on Kirkpatrick's evaluation model: * Did they like the project? (Reactions) * What did they learn? (Learning) * How will they use what they learnt? (Behavior) * What is the impact for the school? (Return On Investment) We made an online survey for the project evaluation, presented in the respective wiki page, whose results are presented separately for the Greek and Polish students.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The students of the Greek and Polish school, as well as the teachers. Interaction was initiated through the etwinning platform http://new-twinspace.etwinning.net/web/p34088 which allows for mail connection, blogs and forums. The material was transferred to the WIKI by the teachers.
Sustainability
What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
We did not need any special grant for the project
Is your project economically self sufficient now?: 
13, Deligianni street, 13562 Agii Anargyri, Athens, Greece
Since when?: 
08/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
That ICT is an excellent psycho-pedagogical tool and can effectively be used to develop students holistically.
Are you available to help others to start or work on similar projects?: 
Yes