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7/27/2008 8:16:15LiteratureCheryl LykowskiMichigan, USATwitter: CLykowskihttp://globalexplorers.wikispaces.comSeptember, 2008 -June, 2009Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsNo4/5/2008We will be connecting via Skype, podcasting,& blogs. An initial introduction podcast will be completed in September that introduces your classroom and where you are located. A shedule/calendar will then be in place that will take in account time zone, vacations, etc.cheryl.lykowski@bedford.k12.mi.usLast year my students made a reflection video. We also used a survey.

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7/28/2008 23:29:31Martha ThornburghMount Vernon, WAt56linc@gmail.comskype= roswellsgirllincs2.pbwiki.compacificOngoing projectsPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsNo2 or morelincs is a group of activities that are organized by strand. Each project is created to encourage conversation and to make cultural connections with students in other parts of the world.Projects are based on NCTM standards for each strand.Students will demonstrate what they have learned by creating projects that show understanding.All are welcome. is the only language required.Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts, projects are open ended and students can use different tools to share learning.Please complete sign up on wiki or email me at t56linc@gmail.com to join. Last year's project.
http://www.t56linc.com/moodle (lincs)

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7/29/2008 8:00:04Classroom BraidsSharon BettsMaine, USAsharonbetts@sharonbetts.orgTwitter: sharonbettshttp://msad52.orgESTOct - JunePrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsNo3Register at http://classroombraids.wikispaces.com during September 2008.
Complete project steps throughout the year
This year we are concentrating on geography, science, environment, travel through the Ocean Challenge Live! - Vendee Globe 2008Concentrate on NETS for studentsParticipation and feedback
Individual assessments can be made by mentor teachers.
It will be completed in EnglishWikis, Digital Videos, Social Bookmarking Tools, Digital Photos, Podcastshttp://classroombraids.wikispaces.com

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7/29/2008 9:23:43culture exchange through blogsDorothy LeeTexas, U.S.Asl667@mail.utexas.eduhttp://www.austinisd.org/schools/details.phtml?id=001/CentralSept- DecPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsNo3 schoolsDuring the blog exchange, students will form cohort groups of 3-6 students (from different countries). They will exchange two tyeps of culture knwoledge:
(a) high school stduents' life in their own country and
(b)information/ideas about 3 current world events: immigration, terrorism prevention and promote diversity.
This project would be ideal for social studies curriculum.
Last spring our students had a great time exchanging culture information with student from Taiwan. We hope to expand this project to other countries during Fall. We know most of the high school students are already very familar with blogs and maybe already have one or more blogs. We hope to expand our students' horizon through a technology that they are already familar with. Please join us. This will be an eductaional and fun project for your students ^^
Social Studies1. Critical thinking to process information
2. Knowledge on current events
Each blogs will be a portfolio showing how students' reasoning skills evolve through the culture exchange. Please contact me for a copy of the rubric (sl667@mail.utexas.edu) We need partners from Asia, Africa, Australia, Europe or RussiaEnglish will be the language for this project.Blogs

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7/29/2008 10:18:36Building Learners ProjectCandace Hackett Shively, TeachersFirstTeachersFirst.com- U.S.cshively@sfl.orghttp://blog.teachersfirst.com/blp/about/allNow through December 1, 2008Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsYes100 teachersRead details about the project at the project blog:
http://blog.teachersfirst.com/blp/about/
Join TeachersFirst (free) and apply for membership in this documented pilot project. You will hear back within 48 hours with complete log-in information.
all subjects- looking for a wide rangeYour choice, since the projects are across all disciplines. This project could easily be used to address all six NETS-S standards, as well.Individual teachers will determine the assessment of student projects. The project itself will be evaluated based on input on the project blog and a follow-up survey of the teachers involved. This is a documented pilot, with opes of generating some research and possible conference presentations.Anywhere. This is asynchronous. Primary language is English, thought at least one current participant has asked about communicating in Spanish (for English-speaking students to get practice).Primarily English. All support materials are in English.Standard web pages, Other collaborative documents, Digital Photos, TRintuition workBench toolPlease use the links from the Building Learners Project Blog to apply, not direct email to the organizer.

The list of technology options beyond the workBench depends on participant's interests. Video can be embedded. The actual projects can also be embedded into blogs and/or wiki, if you wish, but these are of part of the main project.

Building Learners is a cooperative venture offering a supportive environment for teachers to create collaborative online (and offline) projects within their classrooms or together with others.

One hundred teachers will be involved. At the time of this writing, about half the project slots are open. We would like to fill the slots by September, 2008.
http://blog.teachersfirst.com/blp/about/ This site explains the project.
http://www.teachersfirst.com is the free, non-profit site organizing the project together with TRintuition.
http://www.teachersfirst.com/single.cfm?id=8892 is a review of the workBench tool with some ideas for ways it can be used.
http://www.trintuition.com/tr/#/user_preview_8/ is the home page of TRintuition, the tool developer offering the premium access for this project (note that those seeking membership should enter the project via the project BLOG, not this "public" portal).

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7/29/2008 10:46:15Where in the World?Kerri WestgardUSAkerriwestgard@hotmail.comhttp://www.dgf.k12.mn.usCentral U.S.School year 08-09Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Yes50-60We would like to set up an ePal exchange.Geography, Social StudiesNational Geography Standards
Minnesota State Standards
Through ePals project pagesEnglish onlyBlogs, Social Networks ( i.e. Ning, Facebook), Other collaborative documentshttp://www.epals.com

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7/29/2008 11:21:23The Global ChallengeDavid GibsonUSAdavid.gibson@globalchallengeaward.orgSkype = dcgibsonhttp://www.globalchallengeaward.orgzones vary with student participantsSept 08 to Apr 09Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)No1 - yoursAny student can start a team. The student registers, finds 1 friend and 1 adult to also register and forms a "Country Team" which then joins with another country to form an "International Team." That team decides which project to do and is assigned a project Mentor and given a team work space. Solutions are formed over several weeks - work done mostly outside of school - and are submitted on April 30 for judging. Wew awarded over $60,000 to 80 students on June 1 in 2008 and plan to do the same in 2009.earth sciences, complex systems, sustainability, global warming, the future of energySeveral of the standards of the "Partnership for 21st Century Skills" are addressed:

Global teamwork
Entrepreneurship
Creativity
Science, technology, engineering and ematics applied to complex problems
We use online assessments of several types: pre- and post-tests of global team work, STEM content, and demographic data. The final products are assessed by peers, staff and outside experts in rounds of feedback using rubrics.

Student in the US can also choose to be assessed for possible selection for the US team to the International Earth Science Olympiad (held in Korea in 2007, Philippines in 2008 and scheduled for Taiwan in 2009)
40 countries were involved in 2008. All locations are welcome.The project is in English.Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, games and simulationsWe welcome individual students, after-school clubs, classrooms and whole schools! Please be in touch!http://www.globalchallengeaward.org

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7/30/2008 8:19:08The HSTE ProjectJohn PetersHereford, Texasjohnpeters@herefordisd.netTwitter, johnpetershttp://www.herefordisd.net/HHS/index.htmUS Central TimeAugust 25, 2008 - June 5, 2009Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)No1The HSTE Project will be a [[http://en.wikipedia.org/wiki/Project-based_learning|Project Based Learning]] experience for all students enrolled in [[http://web.mac.com/meddude/HHS_HSTE/HHS_HSTE.html|Health Science Technology Education]] classes at [[http://www.herefordisd.net/HHS/index.htm|Hereford High School]] for the 2008 - 2009 school year.

The **HSTE Project** concept will be to actively engage students in their particular course of study of Health Science Technology Education using Project Based Learning precepts of working together and [[http://en.wikipedia.org/wiki/Collaborative_learning|collaborating]] in order to produce the desired outcome, real, measurable learning that directly results from the use of the technology to answer to a question, series of questions, or a concept by obtaining expert advise from practicing health care professionals.

The HSTE Project will challenge students and attempt to tap into their innovation and creativity by allowing them to take an active part in the development of this project.
Technology
Health Science Technology
Students will initially start developing their project by analyzing the [[http://www.texashste.com/administrators/teks.htm|Texas Essential Knowledge and Skills (TEKS)]] for the following courses:

[[http://www.texashste.com/documents/teks/subchapter_a_coherent_sequence_high_school.pdf|Introduction to Health Science Technology]]
[[http://www.texashste.com/documents/teks/subchapter_a_coherent_sequence_high_school.pdf|Health Science Technology 1]], and
[[http://www.texashste.com/documents/teks/subchapter_a_coherent_sequence_high_school.pdf|Health Science Technology 2]]
The students will then take these answers provided by the health care professionals and develop these into an Internet based framework to share with their entire class thereby allowing them to have a greater understanding of the health care field and their course study.Yes, Health Care Professionals, Doctors, Nurses, X-Ray Technicians, Paramedics, Phlebotomists,etc.NoBlogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, Various Web 2.0 Tools<a href="http://hsteproject.ning.com/">HSTE Project Ning</a>.
<a href="http://healthsciencetechnology.wikispaces.com/">HSTE Project Wikispace</a>
<a href="http://hsteproject.blogspot.com/">HSTE Project blog</a>.

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7/30/2008 8:35:42Pilgrims to United StatesBritt PumphreyKansas City, Kansasbrpumph@kckps.orghttp://sites.google.com/site/roomtwozerosix/Central Standard TimeTBDPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Yes2-3 classroomsUsing either a wiki or a couple of blogs, the two classrooms would jointly research several of the occurrences between the time of the pilgrims through the revolutionary war. The research would be, in large part, separate, but the two classes would take the research and gain a whole new perspective. Social StudiesKansas State 5th grade Social Studies StandardsThe research, comments, and reflections would all be documented in a wiki and/or blog. Europe, especially England (English is preferred, though Spanish would fit my class perfectly as well)English and SpanishBlogs, Wikis, Other collaborative documentsThe criteria of the project are still in the developmental stages and I would be open to any and all suggestions on how to make it better. I am primarily interested in utilizing the technology to help the students gain a better rounded view of the events in the curriculum and to help the students gain a more accurate world view.

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7/30/2008 9:32:43Global environmental projectLouise MainePunxsutawney, PA USAlmmaine@gmail.comwww.punxsy.k12.pa.usEasternSpring 2009Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Noneed representative schools from all countries or continentsPlease contact me if you are interested in researching and discussing environmental issues that affect all organisms on the Earth. The goal is to use the information to create an environmental bill of rights or at least to create an understanding of the common issues affecting us all as well as an understanding of the viewpoints of others around the world. In the US, our viewpoint is US-centric and no real understanding happens unless other stories are told and heard.Biology
Environmental Science
In some respect, world cultures
Through creation of a "bill of rights" for the Earth and specific examples of problems/reclamation around the world, students will show understanding of issues and possible solutions. Assessments are open for discussion and ideas.Representative countries of all continentsNo. English. Blogs, Wikis, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Podcasts

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7/31/2008 11:30:03Rock Our World: Going Green!Carol Anne McGuireCaliforniarockourworld@mac.comTwitter- rockourworldwww.rockourworld.org PSTSeptember 8, 2008 - December 6, 2008Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)No20 International, Unlimited on the MoodleRock Our World is an international project that works with teachers and students on all 7 continents! Together, we compose original music with GarageBand, make movies and (most importantly) talk with each other in live video chats! Each round has a specific curricular theme, this one is "Going Green!" Together we will explore how we can save our earth from global warming. Students will participate in research, critical thinking and digital citizenship activities across all grade levels.

Applications for the International Team can be found at www.rockourworld.org. You can also contact me at rockourworld@mac.com.

Rock On!
Carol Anne McGuire
LANGUAGE ARTS



HISTORY AND SOCIAL SCIENCE

SCIENCE

MUSIC

TECHNOLOGY

ALL NETS
California, USA

LANGUAGE ARTS: Writing Strategies, Writing applications, Reading Comprehension, Oral Presentations- Listening and Speaking

: Number Sense, Measurement, Statistics- Data Analysis and Probability, Problem Solving

HISTORY AND SOCIAL SCIENCE: World Geography, Maps, Compare & Contrast, Human Characteristics

SCIENCE: Life Science, Earth Science, Investigation and Experimentation

MUSIC: Artistic perception, Creative Expression, Cultural context, Connections- Relationships and Applications.
Students will create a 2-minute video on their learning, as well as participate in a live worldwide webcast to celebrate their learning.

Students will participate in local, national and worldwide demonstrations of "Going Green" by sharing resources and actively measuring their carbon footprint and finding ways to reduce it.
We are looking for partners on all continents. Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, PodcastsWe are looking forward to participating with you in our newest round of Rock Our World! Let's Rock! www.rockourworld.org

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8/8/2008 10:39:34Talking kites on the footsteps of Janusz KorszackRuty HotzenIsraeleh2y42@gmail.comSkype name: rutyisrael444http://iearn-israel.com/GMT +321.03 every yearPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Noall are welcomeA tradition of flying kites with personal and group images of our dreams for a better world.

We Will Fly Kites Across the world on 21, 22, 23 March


Learning About Korczak By collecting Information And share it

Declaration of Children's Rights

Constructing and flying Kites, which have A quotation from Korczak On them
it is a PBL project and you can do it in any subjectFly the kites which have A quotation from Korczak On them on the same day over the worldyou can do it in any languageDigital Videos, Chat (AIM, iChat, Skype), Digital Photoshttps://media.iearn.org/node/198

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8/8/2008 19:23:20Video Introductions to CommunitiesRushton HurleySanta Clara, CArh@nextvista.orghttp://wilcoxhs.comUS Pacific TimeAugust-December 2008Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)No6Students seeking to learn about other places often have little to use beyond what is in their textbooks. This project is designed to help students develop an interest in other places by seeing how their peers in other countries are similar to and different from themselves, as well as by learning about people who get joy and meaning from helping others.

Participants will create short videos to be used to encourage discussion and understanding. Details are at:

http://whsnihongo.googlepages.com/iearn
history, global studies, citizenshipSuccess of the project will primarily be a function of the quality of interaction among participants in their discussion of the videos created.Schools from anywhere in the world are welcome.Videos may be in any language, but we ask that those that are not in English include English summaries as support files. We also encourage students to consider making multiple versions of videos using different languages.Wikis, Digital VideosThose wishing to take part, please visit the project website and contact the project coordinator, Rushton Hurley, as soon as possible.Details of the Video Introductions to Communities are at:

http://whsnihongo.googlepages.com/iearn

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8/12/2008 6:22:13Project Global Cooling AustraliaJenny LucaMelbourne, Australiajenny.luca1@gmail.comTwitter jennyluca https://tconline.toorakcollege.vic.edu.au/Eastern Standard Time (Melbourne,Australia)ongoingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Nono specified limitsStudents and Teachers who are willing to rally behind a cause and raise awareness in their community about issues related to global warming. This year we organised a concert for our community to help raise awareness. We ustreamed it out to the world to try and extend the message further afield. Clay Burell from Korea began the project and helped to motivate us with our involvement. Other schools from Hawaii, China, Dominican Republic and Bangkok were also involved.Science, English, Civics and Citizenship, Global StudiesChanging perceptions in the school community are what we're hoping to achieve with a reduction in the school's carbon footprint being the ultimate aim. Anywhere. Local, national, global. Just English at this stage, but open to non English speaking schools joining.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photos, Podcastshttp://projectglobalcoolingaustralia.wordpress.com/

http://projectglobalcooling.org/

http://globallycool.ning.com/

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8/23/2008 9:11:26Global CitizensKimberly BrownRegina, SK, CANglobalcitizen08@gmail.comtwitter/classroomqueenhttp://www.classblogmeister.com/blog.php?blogger_id=73127CST2008/2009Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Noas many as possibleGlobal Citizens is a year long project designed to promote an awareness of issues and concerns around the world. Each month there will be a challenge theme for classes to work on. Classes are invited to participate every month or on the months they are able to.


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Welcome to Global Citizens!

Global Citizens is a year long project designed to promote an awareness of issues and concerns around the world. Each month there will be a challenge theme for classes to work on. Classes are invited to participate every month or on the months they are able to.

Participating Schools will fill in the information on the schools page then a wiki page will be created for them to record challenge results. Results and activities for the month's challenge will be posted on the school wiki page. Suggestions for Web 2.0 tools are: VoiceThread, Animoto, Slideshare. For more ideas check out: cooltoolsforschools
Social Studies, Science, Language Arts, Visual Arts, Province of Saskatchewan Curriculum LinksHolistic Rubrics will be developed.
Individual Projects may be assessed by participating teachers.
Looking for any interested teachers.Blogs, Wikis, Digital Videos, Other collaborative documents, Podcasts, voicethreadTeachers are invited to particpate for the entire year or an monthly themes that interest them. http://globalcitizens1.wikispaces.com/

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8/23/2008 15:06:57Global VisitsBetty Tonsing, Ph.D.Mishawaka INglobalvisits@aol.comwww.globalvisits.comEastern USAon goingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), College/University Undergraduate StudentsNono specific minimum numberIn the past, Global Visits linked students from the US together with students from Central Asia, Afghanistan, the Middle East and Africa in a project called Project Perception with the aim of dispelling myths and misperceptions. The technology of our web site limited us to a discussion forum, emails, uploading essays and pictures and a chat room. Using the ning system, our web site has this summer 2008 been transformed into a social networking site and it is very exciting! OUr capabilites seems endless as ning is always upgrading services. We will continue focusing on higher ed students and their instructors, but we are also involved with projects for high school students. Global Visits is non profit, and our mission is to use this exciting technology to transform educational and cultural exchanges. OUr overall mission is peace and friendship.What ever fits the syllabus! Be it political science; sociology; anthropology; history; sciences; .......it is an invitation to college instructors, with their students, to collaborate with students from diverse parts of the world to enliven their semester's curriculum and syllabus; and to expand knowledge and information.The evaluation tools will be developed by the participating instructors, with most projects integrated into the syllabus and part of the overall grade.We are primarily interested in projects with students outside of what is considered the 'developed' world and focus on where the population is greatest and the need to dispell myths and misinformation is critical. Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos

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8/25/2008 7:39:40New School Student AmbassadorsStephen WilmarthConnectict & Yinchuan, Ningxia, PRCstephen.wilmarth@gmail.comSkype swilmarthhttp://www.dragonstudentexchange.org/ and http://www.nscgroup.org/EasternOngoing projectPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), 9 and 10 year oldsNo10 students per teamNew School Student Ambassadors, Inc. has assembled and supports a group of networked collaborating organizations and educational professionals, and provides active learning, project-based educational programs that:
• Improve language skills
• Enhance cross-cultural creativity, innovation and problem solving by developing critical thinking skills
• Develop collaboration and online communication skills
• Build story telling, persuasion, and presentation skills

Project-based programs will be delivered to teams that combine Chinese and US students in an online, interactive environment making maximum use of social media, social production, collaboration and communication (text, audio, video) tools. The organization has fully developed, tested, and piloted joint active learning, project-based curriculum and program delivery using open source course management, learning resources, electronic portfolios, and activity management systems. The organization supports teacher/coaching professional development in both China and the US.

The educational programs are designed to have a maximum positive effect on increasing cross-cultural educational opportunities (preparing northwest Chinese students for US educational opportunities), developing student global awareness and cultural sensitivity, improving creativity and innovation through cross-cultural teamwork solving real-world problems, and simulating 21st century working relationships in a global knowledge economy.

The online project-based learning activities are designed to serve as preparation for exchange trips and face-to-face visits between participating Chinese and US students. Exchange trips will focus on the value of sustaining unique cultural, economic, and environmental ecosystems while providing a balance of opportunities for students in emerging regions of China to prepare for global education programs and meaningful work in a global knowledge economy.
Interdisciplinary project-based learning that focuses on science, technology, digital arts, and business topics.Oriented towards standards in critical thinking, problem solving, communication, language and writing skills.Assessment based on electronic portfolio standard.Any US location.The project requires a willingness to learn some Chinese and to use peer-mediated strategies that support "negotiated understandings" with native Chinese speakers in conversational contexts.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, ePortfolios, Learning & Activity Management SystemsEach US student team, supported by a teacher/coach, will be matched up with a specific Chinese team, supported by a teacher/coach. The combined team will collaborate over a 12-15 week period on a selected project curriculum delivered through an online course management system.

Chinese students must be eligible to receive credit or other evidence of satisfactory completion of project work.
http://www.nscgroup.org/
http://www.dragonstudentexchange.org/

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8/28/2008 2:42:54Flat Classroom Project 2008Vicki Davis and Julie LindsayUSA, Qatarflatclassroomproject@gmail.comTwitter: coolcatteacher and julielindsayhttp://flatclassroomproject2008.wikispaces.com/globalOctober 1 - December 8, 2008Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Yes10The Flat Classroom Project is a global, collaborative project using Web 2.0 tools to foster communication, collaboration and creation. For inspiration and content material it draws on the work of Thomas Friedman and 'The World is Flat'.

Interested teachers are asked to review the Project Timeline and Project 2008 Info then fill in details on the Teacher Survey Online Form.
Information Technology, Global Studies, Technology, Computer Studies, Computer Science
Suitable for Grade 10-11 (possibly Grade 9)
Collaboration and content building on a wiki
Individual multimedia piece incorporating outsourced clips from team members
We are aiming to a classroom form every continent around the world. Really keen to hear from non-USA classrooms to start this next project in a few weeksNoBlogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photos, PodcastsSee http://flatclassroomproject2008.wikispaces.com/About

Online application form
http://flatclassroomproject2008.wikispaces.com/Teacher+Survey+Online+Form
http://flatclassroomproject.ning.com
http://flatclassrooms.ning.com (for educators)
http://flatclassroomproject2008.wikispaces.com/

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9/3/2008 12:22:26Google Historical Voyages & EventsCarol LaRowNew York State - upstatelarowc@gmail.comhttp://homepage.mac.com/larow2/Voyages/index.htmlEastern Time - USASept 2008 - ongoingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)NoNo requirement; contribute if you wishWhat historical event, explorer, voyage, or community history would you like to share with other schools? Have you studied the settlement history of your own community? Have you studied about your state or country and historical events that helped shape it?

This site is dedicated to the explorers, voyages, events, and historical backgrounds of countries throughout the World. We'd like to hear about famous explorers who surveyed or traveled through your community long ago. Perhaps you'd like to tell us about historical or catastrophic events that shaped your locale or region. Or, you may want to tell us how your community was founded, its historical background, early settlers. Every community, every town, every country has a past, and we'd like to hear about yours.

This project is open to schools all over the World. We invite a "global community" of schools to share this site with us. We can learn about each other's countries as we contribute to this site.

Note: We especially would like to use Google's free, online tools for this project. See project homepage for suggestions.
- social studies
- geography
- language arts
- science
- art (students drawings to depict events, explorers, etc, scanned for projects)
- WEB 2.0
- Google tools
- Google Earth
- school/class WEB pages
- peer-to-peer collaborative learning
- others . . .
to be listed1) Students will demonstrate what they have learned by:
- creating and posting projects after studying units
- create lessons for peers or other schools
- summarizing the information they've learned

2) Teachers can assess student progress:
- rubrics
- unit evaluations
- assessing student projects

3) Note: The projects can also be posted by teachers as "teaching projects," in which those teachers accessing and using the projects would be assessing their own students.
We would love to have partners from all over the World. We'd love to learn about the history of communities and countries all over the World. This is a "global learning" project. The project has 5 sub- categories:

1. Famous Explorers & Voyages

2. Historical Events

3. History of Your Community

4. Catastrophic Events

5. Topics Suggested by Schools
The project is being hosted in New York State, USA. We are using English. If schools can post in English, that would be helpful. At this time, we have not made provisions for translating languages or hosting other languages. But, as we progress, we can look into this.Blogs, Wikis, Standard web pages, Digital Videos, Social Bookmarking Tools, Other collaborative documents, Digital Photos, Podcasts, Google Tools - We are emphasizing Google tools such as Maps, Earth, Docs, Blogger, News, News archives, Picasa, Image search, Notebook, or any other Google Tool.The topic is "historical events." We would like to give schools, teachers, and students as much leeway as possible to choose topics. Our goal is to have students and teachers post projects they are doing as they study historical events. You may be studying an explorer, or a battle that helped shape your history, or the early settlers of your community. Maybe you live close to a place where a famous person lived or gave a speech that helped change history. Maybe you live near a canal, such as the Erie Canal in New York State, that was built to aid commerce. There are many stories, and we'd love to collect them here. You can even suggest ones of your own.

Suggested topics:
* voyages of early explorers such as Henry Hudson, Columbus, Sir Francis Drake
* information about the early explorers, including using primary source documents
* historical events that played a role in the history of your area
* early settlers in your area, the historical background of your community
* famous projects, concepts, or undertakings that helped shape your part of the World
* famous events in your area - battles, speeches, settlers, activists, etc.
* ways your area introduced commerce or travel such as the Erie Canal or waterways or railroads
* other topics you might suggest

Suggested Tools:

WEB 2.0 tools, collaborative tools for peer-to-peer learning
Google tools
Here's the starting page. Please click on the sub-categories on the left.

The page is being modified all the time. We will soon add a Google Form to assist in signing up. In the meantime, please contact Carol LaRow, Project Coordinator, and Google Certified Teacher. larowc@gmail.com

NOTE: THIS SITE IS STILL BEING DEVELOPED. PLEASE CHECK BACK TO SEE THE CHANGES WE'VE MADE. WE WANTED TO POST THIS PROJECT SO YOU COULD START MAKING PLANS EARLY IN THE SCHOOL YEAR.

Today's Date: 9/3/08

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9/4/2008 15:24:21Debating without BordersMatt WalshBrownsburg, Indiana (Indianapolis Metro)mwalsh@brownsburg.k12.in.usIndyEdwww.brownsburg.k12.in.usEasternSeptember 4, 2008 - November 4, 2008Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)NoAt least 2 schoolsA speech and debate class from Brownsburg High School in suburban Indianapolis is looking for national or international schools to set up a class-to-class debate about the upcoming elections in the United States. Using distance learning technology to conduct these types of debates is essential. School educators understand that teachers must collaborate online and via distance learning technology in order to make this an effective collaboration.Government, economics, history, speech, debateTeacher-generated rubrics
Student-self assessment
All locations. English-speakingNOWikis, Digital Videos, Chat (AIM, iChat, Skype)Mr. Walsh is not the lead teacher for this project.

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9/14/2008 17:22:34GlobalArt$CaringMichelina ThorntonNJ, USAmthornton@nps.epals.comhttp://www.nps.k12.nj.us/peshine_ave/index.htmESTSept.-Dec.'08Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)NoWould like schools from all around the worldYou can join the project by going to globalart4caring.wikispaces.com
Social Studies, character education, , writing, artRubricSchools from around the world - still need Asia, Europe, South America, and AustraliaWikis, Digital Photos, Podcasts

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9/24/2008 21:23:03GetSmartmoodle.orgJennie LawrenceUSAjennie@getsmartmoodle.orgskype = jennie.lou.lawrencehttp://getsmartmoodle.orgESTProject still under development.Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Nowill support up to 50,000 end-users; however not that many are projected ...At present GetSmartmoodle.org is under development however we are seeking teachers and students that may wish to participate at a future time - GetSmartmoodle is a Modular Object Oriented Dynamic Learning Environment and a technology learning and teaching tool - Content or Subject areas are left up to the individual teacher or student population to develop - GetSmartmoodle is a interactive and collaborative online educational that can support a wide range of developmental projects Moodle's have a multiple choice application that can test learning and (personal note - learning is also never really measured until one does something with the knowledge) This is a global endeavor - and the atmosphere should be business like - papers, contracts, etc....GetSmartmoodle.org has built in language packs that can translate the website programming into 78 different languages Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Open source educational applications Project is still in Development Stage http://scientistswithoutborders.nyas.org
http://linkedin.com
http://comminit.com
http://www.socialedge.org
http://www.flickr.com/groups/823940@N20
http://beglobal.net/GETSMARTmoodle
http://www.wiserearth.org/organization/view/9fceecf321bf33dea0a6ddddf26776cd

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10/6/2008 21:44:15Islands Around the WorldValerie BeckerMartha's Vineyard, MAvalerie@mvyps.orgihat: vbecker@mac.com, skype: valerie_becker, twitter: vbek www.wtisbury.mv.k12.ma.usEST9/15/08-6/1/09Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Nono limitCreate opportunities for young students to engage in collaboration and communication with students from other island communities.

Objectives:
Students will
learn what islands are
locate different islands around the world
learn about the different ways islands are formed
learn about cultural differences and similarities

We will use a wiki - wikispaces - to share information - we will also use GoogleEarth and a variety of web2.0 tools and Skype, iChat or other videoconferencing tools to communicate

Initial Activity:
Each child will draw a picture of and tell about their favorite place on their island.

So far our partners are from the Orkneys, Long Island (NY), Ireland, Iceland, New Zealand - possibly Puerto Rico, England and Tasmania
integrated - Geography, Social Studies, Language Arts, Art, Technology, , Music, World Languagesto be determined by individual teachersindividual teachers, rubrics, surveys, portfoliosIslands around the globeProject participants will use their native languagesWikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcastsemail me at valerie@mvyps.org to joinhttp://islandsaroundtheworld.wikispaces.com/

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10/22/2008 14:31:34Ningxia Dragon Student AmbassadorsSteve WilmarthCT, USA & Yinchuan, PRCstephen.wilmarth@gmail.comhttp://www.dragonstudentexchange.org/OngoingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)NoAs many as wish to engage in participatory learning projects using social media tools.We give learners a chance to explore China. Our students engage in global studies and participatory learning through peer-to-peer social media frameworks.Project-based learning, filmmaking and documentaries, language (Mandarin & English), cultural exchanges, history, global learning, travel, geography, social issuesePortfolios, reflection (blogs), peer-to-peer participatory learningMandarin and English, but students of all proficiency (no proficiency to high proficiency) can participate. The project seeks to teach students how to collaborate across language barriers, and to learn the skill of "negotiated understanding."Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, PodcastsWe have a unique project opportunity that we'd like to extend to a select group of students interested in filmmaking around international social issues.http://www.dragonstudentexchange.org/ http://www.nscgroup.org/

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10/23/2008 13:16:27A Day in the Life of the WorldLorie LeeCentral Floridalorie_lee@scps.k12.fl.usAIM lorieannhttp://teachercenter.scps.k12.fl.us/education/school/school.php?sectionid=13ESTOngoingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Noat leaast 2We have a wiki with a template to fill out information about a day in your life, where you live. Please post the filled out template and pictures or podcasts to tell us what your day is like.
http://twentyfirstcenturyleaders.wikispaces.com/Join+a+Project
Social Studies, writingCommunication skills, critical thinking, creative thinking, global awarenessBy posting on the wiki.all over the world!noWikisEssential Question:
How does daily life in my community compare to daily life in other parts of the world?
http://twentyfirstcenturyleaders.wikispaces.com/Join+a+Project

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10/28/2008 9:01:54Student VoiceXimena RayoBrooklyn Park, Minnesotarayox@district279.orghttp://www.district279.org/sec/pcsh/indexbig.htmcentral USongoingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)No a couple schools Student's Voice is a group that gives opportunities to voice diverse opinions on topics of interest. We are looking for a couple of High Schools that would like to join the discussion. The discussion would be in English and students are open to topics that our counter part want to bring to the discussion.Current events and Topics of Interest, Different global issues like global warming, international economy situation and how we are all related etc.This is an extracurricular activity that can help students English Language Learner around the world to practice their English skills. Our goal is to bring International Mindedness into the curriculum and hear from other cultures.We would prefer to have partners in regions other than the United States. We want to hear diverse opinions.NoBlogs, Chat (AIM, iChat, Skype), tele conferencing - Polycom

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10/28/2008 10:21:59Student VoiceXimena RayoBrooklyn Park, Minnesotarayox@district279.orghttp://www.district279.org/sec/pcsh/indexbig.htmcentral USongoingPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)No a couple schools Student's Voice is a group that gives opportunities to voice diverse opinions on topics of interest. We are looking for a couple of High Schools that would like to join the discussion. The discussion would be in English and students are open to topics that our counter part want to bring to the discussion.Current events and Topics of Interest, Different global issues like global warming, international economy situation and how we are all related etc.This is an extracurricular activity that can help students English Language Learner around the world to practice their English skills. Our goal is to bring International Mindedness into the curriculum and hear from other cultures.We would prefer to have partners in regions other than the United States. We want to hear diverse opinions.NoBlogs, Chat (AIM, iChat, Skype), tele conferencing - Polycom

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11/3/2008 18:26:30Connecting with KidsDale SchulzBrooklyn Elementarydas@oregon.k12.wi.ushttp://www.oregonds.orgUS centralNov 08- May 09Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Yes1 or 2 schools, 25-50 studentsWe are a 4th grade class that is just learning spanish as a second language. I would like to skype with another school to get kids to meet each other that is a spanish-speaking school with english as a second language. It would be great to see and talk with students from a different culture. I also have a blog that kids from both schools could meet and share ideas and possibly solve common problems from each region of the world.Social studies, multi-cultural awareness, technology as a learning toolKids will participate in the project both through interactions with skype and submitting responses with the blog. I will give a reflection survey to the kids at the end of the year to see what they got out of the project.Mexico, Central America or South America due to time zone issuesenglish/spanish Blogs, Chat (AIM, iChat, Skype)

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11/4/2008 20:42:47 ConnectionsLinda V. NitscheSpring City, PA USAlvnitsche@gmail.comSkype: lvnitschewww.ojrsd.comESTNovember 2008- December 2008Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)NoOpen to any interested classes is found and used everywhere in our world. This collaborative project is designed to provide a place for students and teachers to share their experiences with and discover the connection of ematics study to their own real world experiences. This year's project is centered about four CHALLENGES which will use a variety of online tools to engage your students' in exploring and communicating their understanding of within four different strands.

* For each CHALLENGE, students will share a real world example of within the challenge strand using web2.0 tools.
* Students will pose questions and problems about their real world example for others to explore and solve.
* Students will post their example with questions on their individual wiki page in Connections.
* Classes will then be partnered enabling students to work collaboratively to ask questions and solve the problems posed. See the Students and Partners Page.


ematicsProjects are based on NCTM standards for each strand.
Participation and feedback Individual assessments can be made by mentor teachers.
All are welcome.EnglishBlogs, Wikis, Digital Photos, Podcasts, VoiceThread Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts, projects are open ended and students can use different tools to communicate their understanding.http://connections.wikispaces.com

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11/4/2008 20:49:46 ConnectionsLinda V. NitscheSpring City, PA USAlvnitsche@gmail.comSkype: lvnitschewww.ojrsd.comESTNovember 2008- June 2009Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)NoOpen to any interested classes is found and used everywhere in our world. This collaborative project is designed to provide a place for students and teachers to share their experiences with and discover the connection of ematics study to their own real world experiences. This year's project is centered about four CHALLENGES which will use a variety of online tools to engage your students' in exploring and communicating their understanding of within four different strands.

* For each CHALLENGE, students will share a real world example of within the challenge strand using web2.0 tools.
* Students will pose questions and problems about their real world example for others to explore and solve.
* Students will post their example with questions on their individual wiki page in Connections.
* Classes will then be partnered enabling students to work collaboratively to ask questions and solve the problems posed. See the Students and Partners Page.


ematicsProjects are based on NCTM standards for each strand.
Participation and feedback Individual assessments can be made by mentor teachers.
All are welcome.EnglishBlogs, Wikis, Digital Photos, Podcasts, VoiceThread Blogs, Wikis, Digital Videos, Elluminate, Digital Photos, Podcasts, projects are open ended and students can use different tools to communicate their understanding.Please complete sign up on wiki or email me at lvnitsche@gmail.com to join. http://connections.wikispaces.com

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11/13/2008 10:08:12Sign Me a Lesson: Tutorials in ASLCaryl WilliamsAlbuquerque, New Mexicocaryl.williams@signmealesson.comchattyhandsnm skype/aimwww.signmealesson.compacificon goingPrimary Grade Students (ages 6-9)NounlimitedI am looking for teachers to share their expertise in their subject area by creating mini review lessons. Currently we are using power point/key note with all its animation/timings and coloring. We have an honors class in NJ where the students are creating the lessons with guidance from me and their teacher using geo sketch pad and a screen capture. This reinforces learning for studetns while they learn new technologies and they see their names in print as they create lessons that will become accessible for deaf and spanish speaking students and adults to learn from.
We are also in need of fluent spanish speakers to assist with voice overs.
This is a national collaborative that builds a much needed national data base for deaf students and their families (95% are unfamiliar with deafness or sign language prior to their childs arrival). All students benefit from see curriculum in multiple formats. Let's join resources to educate all students in printed English, american sign language and spoken spanish. (we are open to adding other spoken languages if someone has the resources to do the voicing.)
all academic areas
addressing all standards across all grades within the usaStudents who are involved have the opportunity to design using their prior knowledge of a subject area. Teachers who do this, have a resource they can send their own student to study independantly...creating student responsibility for their own learning while freeing up the teacher.Predominately USA. If others who may use English as a second language, may be interested in a resource for their students too...It uses ASL, spoken spanish. You do not need to know these languages to be invovled in creating the English background of each lesson.Standard web pages, Digital Videos, Chat (AIM, iChat, Skype)teachers can participate in any phase:
1) lesson design
2) lesson build ( in power point or other design)
3) editing using final cut pro
4) building interactive graphical games to reinforce each lesson

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11/17/2008 11:26:23THINKQUESTBernie.Trilling@oracle.com http://www.thinkquest.org/competition/.wmcgrath@nu.eduhttp://oraclefoundation.org/PSTCURRENT - APRIL 09Primary Grade Students (ages 6-9)NoAS MANY AS POSSIBLE!ThinkQuest is an International Project wherein students, divided by three chronological categories, collaborate with students from different classrooms from around the world to create web sites- The categories for the sites are listed at
http://www.thinkquest.org/competition/
Take a look at the LIBRARY to see previous entries
Oracle Education Foundation will help your class obtain software that will enable your students to create vibrant sites
I listed my email above-- Please note-- I am not the project lead-- RATHER JUST TRYING TO STIMULATE INTEREST IN A WONDERFUL LEARNING OPPORTUNITY
Thanks

Bill McGRATH, Ph.D.
Categories
Create a site on an educational topic that interests your team.

* Arts & Entertainment
* Books & Literature
* Business & Industry
* Computers & the Internet
* Geography & Travel
* Health & Safety
* History & Government
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* Philosophy, Religion & Mythology
* Science & Technology
* Social Sciences & Culture
* Sports & Recreation

Most of the projects are based in curriculum arenas which are aligned with state standards throughout the United States-- I am not aware of others, but I know in the United Kingdom there is alignment as wellThinkQuest Website Competition Evaluation Criteria 2009
Each of the criteria below is worth 10 points. Judges will evaluate entries in accordance with these criteria, entering a numerical score (0 to 10) for each of the criteria.

Content(10 points)

* Website expertly explores the chosen topic, evidenced by depth of information, supporting details and a variety of sources.
* All content is accurate and current.
* Media elements (e.g. movies, photo essays, digital stories) include a concise written synopsis that enhances the portrayal of the topic.

Writing & Organization(10 points)

* Content is written in English using correct grammar, punctuation and spelling.
* Writing is concise and easy to understand.
* All content is effectively organized so as to hold the reader’s attention and ease transition between sections.

Originality(10 points)

* Website is creative and original in its approach to presenting the topic.
* A variety of information sources are used, including primary sources such as interviews, surveys, personal observations, original artwork and multimedia recordings.
* Written content, and where appropriate, photographs and artwork are clearly the original work of the students.
* The majority of written content is not paraphrased or copied from outside sources.
* Website structure, design and style are unique and original.
* Please see Rules for information regarding plagiarism.

Educational Relevance(10 points)

* Content is written and organized for a student audience.
* Team effectively describes its intended audience and relevance to teaching and learning according to the purpose of the website.
* All content (e.g. written, media elements) is educational and informative.

Global Impact*(10 points)

* Team has selected a topic of global importance and maintained focus on this topic throughout their website.
* Website proactively presents diverse viewpoints on the topic, with clear differentiation between opinion and fact.
* Website intentionally raises awareness, presents action steps, and effectively engages others in addressing the issue and making a difference.

Citations(10 points)

* All sources used to research and create the website are clearly identified and credited, ideally as footnotes on the relevant page as well as on a summary citations page.
* In-Text References are effectively utilized throughout the website.
* If the website includes legally protected materials (e.g. copyrighted information, images, audio, video), permission to use these materials is clearly stated or noted as public domain.
* Citations are credible and thorough enough to verify content.

Collaboration(10 points)

* Site Profile and website include a candid narrative on how the team worked together to create the website, divide tasks, share responsibilities, and overcome challenges.
* Students share reflections on difficulties encountered, group problem solving, and teamwork as experienced during the competition.

Team Diversity*(10 points)
* Student team members come from multiple socioeconomic backgrounds, cultural groups, or have overcome other challenges to participate.
* Team effectively utilizes their diversity to explore and present the topic.
* Site Profile and website explain how the team is diverse and the ways in which this diversity is reflected in the development and content of the website.

Website Structure, Appearance, and Function(10 points)

* The site’s design and layout make it easy to use. Every page is visually well organized.
* Colors, fonts, and overall layout are creative, artistic, consistent across the website and do not interfere with the ability to easily read content.
* There are limited, or no technical problems (e.g. broken links, missing files, etc.).

Media use(10 points)

* Creative and purposeful use of media (e.g. images, audio, video, animation, games, interactive features, etc.) enhances the presentation of information by engaging the user more deeply and demonstrating key concepts.
* All media elements are an essential component creating understanding and emotional impact.

Everywhere(country ) and everyone one ( 12-19) on the planet is welcome!English is the competition languageBlogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, PodcastsWell while this is simply anecdotal, I have been in education for over thirty years and this project is unique in my experiences in several ways. The collaborations amongst the students. The end resulted entries and the participants are now published via the OEF libraryhttps://www.thinkquest.org/library/

http://oraclefoundation.org.

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11/18/2008 21:41:37The StudyBarnChris HobbsVancouverchobbs@studyguidesystems.comMSN cehobbs@hotmail.comwww.studybarn.comgmt -8ongoingPrimary Grade Students (ages 6-9)Noas many as possibleThe Study Barn was created to help each other reach scholastic and professional enlightenment where education is no longer tied to geography or financial scarcities. Putting it simply, the Study Barn aims to provide the world with the tools to be prepared for any class or exam.
covers all topics. Currently have groups covering history, SAT, ACT, MCAT, DAT, PCAT, real estate Literature.Feedback is provided through the system. Peer content analysis is also provided.all over the globe. No. The system was designed to allow all languages be utilized. We are very interested in having many languages used as this will allow more people to study in thier native tongue.Wikis, Standard web pages, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photoshttp://www.studybarn.com

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11/24/2008 19:39:49Creative Web Tools Forr and By KidsJackie Gersteinjgerstein@sahuarita.k12.az.ushttp://weewebwonders.pbwiki.com/Ongoing ProjectPrimary Grade Students (ages 6-9)NounlimitedVisit the website. If interested, request access to the PB Wiki. Technology
Inter-disciplinary
Most of the National Education Technology Standards for students developed by ISTEProject based and authentic assessmentWe are seeking global participants.The language of the project is English - Wikis, Standard web pages, Digital Videos, Digital Photos, Web 2.0 - Animoto, Dipidty, My Studiyo, Wordle, Voki, Titkatokhttp://weewebwonders.synthasite.com/

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11/26/2008 1:26:49Sharing Art and LiteratureNellie DeutschWikieducatornellie.muller.deutsch@gmail.comgoogle chat: nellie.muller.deutsch@gmail.comhttp://ww.wikieducator.org/Ort_Gutman_High_School#International_Literature_Sharing_ProjectsGM+2September 2008/2009Primary Grade Students (ages 6-9)NounlimitedSharing cultures, literature, and artcultural exchange via art and literature
tolerance
learning about others and their cultures
peaceful coexistence
open areas for discussion; up to the teachers involved
English as a foreign language standards in using authentic material for language learningThe assessments will be a work in progress and developed collaboratively with the teachers/schools involvedEvery are is perfect.English is the only language we use.Wikis, Social Networks ( i.e. Ning, Facebook), Online whiteboardsWe use wikieducator, nings, Moodle, and wiziqhttp://www.building-relationship.com/education/
http://ww.wikieducator.org/Ort_Gutman_High_School#International_Literature_Sharing_Projects

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12/1/2008 12:26:08What's For BreakfastKathy LaughlinOlney, MDkathy.laughlin@stjes.comhttp://www.stjes.comESTDec 08-May 09Primary Grade Students (ages 6-9)Nolots!The goal of this project is to collect as many primary source accounts of breakfast from around the world as possible. Our objective is to have a truly international, global, authentic collaboration with as many countries as possible from all socioeconomic backgrounds in order to educate ourselves and eachother about the realities of global economics starting with something as conceivably simple as breakfast.Social Studies
International Studies
Health
Technology
Students will create graphs of collected data and multimedia projects summarizing their findings. It is also our hope that students will be able to discuss the results with participating schools live, via Skype conference or pre-recorded session.AllThe primary language will be English.Wikis, Digital Videos, Digital Photoshttp://4breakfast.pbwiki.com/FrontPage

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12/3/2008 23:02:37Postcard Geography with Google MapsColette CassinelliBeaverton, ORcolette.cassinelli@gmail.comskype: colette.cassinellihttp://sites.google.com/site/postcardgeography/HomeFall 2008 - June 2009Primary Grade Students (ages 6-9)NounlimitedThis project was started during the Fall of 2008 by a private Catholic school in Beaverton, Oregon. We invite you to participate in our collaborative Google Map project. It is open to classrooms of all ages and any location. The main goal of this project is to share famous landmarks, locations, or unique aspects of your home state or region.

Click http://snurl.com/4jvf3 to access the shared Google map or copy the URL into your browser.

*Postcards can be made by individual students or classes as a whole.
*More than one postcard can be embedded for a location.
*Please do not use photos that have copyright restrictions. Consider using images from Wikimedia Commons those that use Creative Commons licensing. See photo resources.
*Include research and descriptions along with your postcards - it makes it so much more educational.
*Follow the simple directions for embedding your postcards.
Technology
Geography
Digital Photography
Use maps, charts, and graphs to understand patterns of movement over time and space.

Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.
View current map of postcards (need Google account) http://snurl.com/4jvf3anywherenoDigital Photos, Google MapsMore image and embedding directions at http://sites.google.com/site/postcardgeography/HomeDirections: http://sites.google.com/site/postcardgeography/Home
Map: http://snurl.com/4jvf3

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12/9/2008 10:20:48How does your region’s culture affect your life and does that make us different?Brian LicataStaten Island, NY, USABVLicata@gmail.comGoogle Talkhttp://www.stjohnslutheransi.org/Eastern: UTC-5/-4Ongoing Project-Through Feb 1,2009Primary Grade Students (ages 6-9)No5/10/2008The purpose of this project is to examine, understand and appreciate diverse cultures, including your own. Our class will be participating in a worldwide project with 4-5 classes from other countries. Instead of reading about their cultures, we are going to ask them directly. We can then use the information that we acquire to determine how our region’s culture affects our lives and how their culture affects their lives and determine if different cultures really make us different.

• Provide technology skills concurrent with 21st century needs
• Learn traditions of other cultures
• Create and design websites
• Decrease biases and stereotypes
• Intensify curiosity about their own culture
• Increase students inquiry and analytical skills
Social Studies, Technologies, EnglishDetailed Rubric available upon request.Outside USMust speak some englishBlogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, emailhttp://www.Google.com Search Engine
http://en.wikipedia.org/wiki/culture Search Engine
http://www.ipl.org Internet Public Library
http://www.googleearth.com Maps/Atlas
http://www.Google.com/talk Videoconference
http://www.apple.com/iTunes iTunes
http://www.lcweb2.loc/frd/cs/profiles.html Country Studies
http://www.cp-pc.ca/english Cultural Profiles
http://www.loc.gov/rr/international/portals.html
LOC Portal to the World
http://ning.com Social Network
http://epals.com Social Network
http://www.peacecorps.gov Cultural Videos
http://www.culturequest.us/definitionsofculture.htm
How Do Students Study Culture
http://www.skype.com/helloagain.html Videoconference

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12/12/2008 9:15:25Flags of our FathersKevin MichaudEast Syracuse, NYkmichaud@esmschools.orgwww.esmschools.orgeasternFebruary-March 2009Primary Grade Students (ages 6-9)Noat least 2Looking to create a blog that provides discussion questions based on the reading of Flags of Our Fathers, adapted for young readers, by James BradleySocial Studies and/or ELAOnline discussionUnited States and/or JapanBlogs, Wikis

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12/12/2008 12:32:56India Culture StudyEmily VickeryMontgomery, Alabama USAehvickery@aol.comSkype emilyvickeryhttp:/www.ma21stcenturylearning.wikispaces.comCentral Standard TimeFebruary 2009-June 2009Primary Grade Students (ages 6-9)Yes50 students (or a little more or a little less)Our elementary school will undertake a culture study of India next semester (February 2009 - June 2009), and we are looking for an elementary school (or schools) in India to partner with us in learning.

We study the various aspects of India: geography, architecture, music, languages, traditions, religion, food, and art.

Specifically, we would like to collaborate with students in India through sharing with each other’s rtwork and conversations using VoiceThread.

We would also like to Skype with students and teachers. (We'll work through time differences!)

Goal: Sharing student artwork and conversations using VoiceThread
1. Teachers connect (via email or Skype) and discuss specifics on selecting the artwork topics. Teachers may use a wiki or a Google Doc to assist in their planning.
2. Each teacher creates a VoiceThread.
3. Teachers determine the topic of the artwork to create and share (What did you have for breakfast? What do you do for fun? What are you learning in school? Where do you live? etc.).
4. Each group of students creates artwork on a mutually agreed upon project.
5. Digital photos are taken of the artwork, and the photos are uploaded to VoiceThread. Children record their voice about their artwork.
6. The VoiceThread is shared with the students in India, and they can leave their comments on the VoiceThread. The VoiceThread created by the students in India is shared with the students in Alabama, and they can leave their comments.
7. After students have commented on each other's VoiceThread, they will be able to speak with each other as groups using Skype. (We'll work through the time differences. We may even have a spend the night party at the school for participating students!)

(NOTE: Teachers may decide to undertake one or more pieces of artwork.)
The culture study includes geography, architecture, music, languages, traditions, religion, food, and art.

The focus on the collaboration will be on art; however, the artwork may include architecture, geography, food, etc. The teachers will mutually decide on the artwork topic.
As an independent school, we adhere to the standards set in our locally designed curriculum.Learning objectives for artwork will be assessed based on the student's performance.
Cultural understanding will be assessed in informal conversations with students throughout the project.
India Unfortunately, the only language we speak is English. Chat (AIM, iChat, Skype), Other collaborative documents, Digital PhotosThe Montgomery Academy's 21st Century Learning Wiki
http://www.ma21stcenturylearning.wikispaces.com

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12/18/2008 10:48:43Women in the Media: The Impact that Media Has Had on Women Around the GlobeBarry KallmeyerUnited States, Ohip, Shaker Heightsbkallmeyer@hb.eduhttp://www.hb.eduGMT-5 (EST)1-6-2009 to 1-23-2009Primary Grade Students (ages 6-9)No2/10/2008Our 7th grade World Geography Teacher is designing a project that will allow 7th graders to analyze the impact that media has on women around the globe. To accomplish this, we are hoping to gather magazines covers and advertisements depicting women (using digital photography and Web 2.0 tools to share) from various countries, and then look at the ads, headlines, visuals, etc, to draw conclusions about its impact on women.

We want to be fair in representing the world by choosing at least two countries from each continent; for example, they would look at a popular girl's magazine from France and compare it to one from the Ukraine. If you (or someone you know) have world magazines that you are willing to share with the girls, it would be a huge help. We would be willing to share our own magazines for your students to come up with their own conclusions. It would be ideal to have schools from around the world participate.

The sharing of photos can be done with email exchanges or other online tools (i.e Flickr, drop.io, etc.)

Although most of the work for this project is asynchronous, we would be willing to connect for a videoconference to share results and discuss our findings.

We are hoping to work on the project starting as soon as possible, and we will need to finish the collaboration by January 23.
Social StudiesUndecidedNoOther collaborative documents, Digital Photos

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12/29/2008 15:31:50Global FusionNancy ShepherdLubbock, Texasnancy.shepherd@ttu.eduwww.ccfcs.orgcentral timeongoingPrimary Grade Students (ages 6-9)Yes1 at a timeTraveling Trunk curriculum unit on Global Hunger and Food insecuritites. The teacher handbook is available to download from this website under online resources www.ccfcs.org under Global Fusion teacher handbook. The Trunk is available to teachers for 3 weeks to teach the 2 week unit incorporating an interdisciplinary approach and includes all materials, including the website, videos, books and materials. Global Hunger and Food insecurities by exploring the root causes of hunger. Constructivism based learning theory is structured into the lessons which incorporate experiential and transformational learning. Students are asked to take the lead and develop their own project or event to impact hunger. I would like to continue to share the resource with students and teachers. I am developing additional trunks as classroom resources. I would be interested in partnering and sharing grant funds for the projects. NoStandard web pages, Digital VideosThis curriculum unit was developed and tested as part of my Master's research and showed signifant learning occured when the unit was delivered via the traveling trunk and implemented using experiential learning activities. www.ccfcs.org under online resources- Go to Global Fusion

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12/29/2008 22:00:00Thunderbird Early College Charter School, IncAnna Wilbur RoysWasilla, Alaskaroys.anna@gmail.comgmailwww.TECC-Alaska.orgAlaska Standard TimeProposed to open July 2010Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Nothe more the merrierPlease go to our website www.TECC-Alaska.org and make "Public Comment" Our local school board seeks public comment as part of our application to open the new school. This public charter school is proposed in Matanuska Susitna Borough School District, Alaska, USA.

It is proposed to have an e-learning component through the elluminate website, which allows for web participants. We hope to have students and experts in their fields from around the world participate in our e-learning projects. Student will research and then present their projects to experts. We hope experts will ask questions on student projects to help them think about their projects in new ways - encouraging higher order thinking. Our first year UN Simulation topic is Climate Change & Sustainability.
, Science, Social Studies, Literacy and CommunicationsDownload Science Standards www.eed.state.ak.us/standards/pdf/standards.pdf Rubrics for research, oral presentations, position papers, resolutions, PowerPoint presentations and participation in UN Simulation.WorldwideEnglish neededBlogs, Standard web pages, Chat (AIM, iChat, Skype), Online whiteboards, Other collaborative documents, Digital Photos, PodcastsPlease keep in mind that this school is not open at the present time. Thunderbird Early College Charter School, Inc. is proposing for the year round public charter school to open in July 2010.www.uaa.alaska.edu/modelun/

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1/2/2009 21:43:22Time Zone ExperiencesLisa ParisiLong Island, NYcollaborative@herricks.orgTwitter and Plurk: lparisi Skype: LisaParisihttp://www.herricks.org/webpages/spcollaborative/Eastern -5 GMTOngoingPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)NoUnlimitedhttp://timezoneexperiences.wikispaces.com/ This is a wiki that explores timezones and climates around the world. Children describe their happenings for each time and explain monthly activities. There is a place for creative projects - podcasts, pictures, movies, etc. as well as a Voicethread for reflections. Science, writing, reading, speaking, listening, social studiesThe reflections will demonstrate the understanding children have about timezone differences. As students begin to use this wiki as a resource for planning future collaborations, true understanding will be further demonstrated.We would like to include as many different timezones as possible.Right now, all the work is in English.Blogs, Wikis, Digital Videos, Other collaborative documents, Digital Photos, Podcastshttp://timezoneexperiences.wikispaces.com/

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1/2/2009 23:37:17When Donkeys Fly...Through Classroom WallsJoNelle GardnerFort Mill, South Carolina, USjonelleg@comporium.netSkype, Twitter, jonelleghttp://ghes.fort-mill.k12.sc.us/home.aspxEastern Standard TimeongoingPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)Noat least 4, but unlimited Before Activities, choose a class to share projects with - either one of my classes or another participating class. Decide on project(s) that will be shared on Skype or Voicethread.

1. Teachers read book to class - When Donkeys Fly
2. Choose one or more technology project(s) from list - resources/links provided.
http://whendonkeysfly.wikispaces.com/DonkeysFlyActivities
3. Communicate with chosen class for date of video conference or date Voicethread will be posted.
4. Share project via discussions on Skype or Voicethread
Technology and Written/Oral CommunicationNETS - Students, Written/Oral Communication - The student will access and use information from a variety of sources.Rubric is provided on project wiki. Students will also demonstrate understandings via video conference and/or written/oral communication on Voicethread project
nonoWikis, Chat (AIM, iChat, Skype), Other collaborative documents, VoicethreadWhen Donkeys Fly is an award-winning new motivational book about a child who constantly feels discouraged from following her dreams. This brief story is very timely in light of events in our world. Incorporated topic can include- Dreams, Presidents, Goals, and Character Ed topics. All children benefit from communicating with others about the message in this book. You will create experiences for students to discuss with other digital learners.
PLEASE NOTE: I want to encourage beginners to use technology tools effectively with your students. I am available to help you through learning how to set up and use Skype and use Voicethread.
http://whendonkeysfly.wikispaces.com/

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1/3/2009 12:23:24Ningxia Dragon Student Ambassadors Participatory Learning ProjectSteve WilmarthYinchuan, Ningxia Hui Autonomous Region, PRCstephen.wilmarth@gmail.comSkype: swilmarthhttp://www.dragonstudentexchange.org/GMT+8OngoingPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)NoTeams of 5-8 students, to be matched up with a Chinese team of 5-8 students1. Students & teachers - sign up on http://www.dragonstudentexchange.org. Teachers - sign up on http://www.nscgroup.org to contribute to specific project-based activities.
2. Commit a specific amount of time to the project - i.e., 1 hr. as a group per week, 3-4 hrs. independently working online per week, over an 8, 10, 15 or longer time-frame (determined by individual groups and teachers). Plan on 1-2 hr. every 2-4 weeks in a synchronous meeting combining both Chinese and US students and teachers, via video conference (Skype, Flash Meeting, etc.)
3. Help collaboratively build the project-based activity curriculum via an open source portal for project management and Moodle/LAMS hosted services.
4. Create e-portfolios of student work to be shared with the community via a "virtual exhibition" in SecondLife or another online 3D medium.
Teachers can use project-based activities as components of any subject area or state standard.All standards, as determined by teachers creating the activity plan.ePortfolio assessment strategy.Open to all middle school, high school, and college age learners.Teacher/Mentors and learners must be prepared to tackle ESL students through a process of negotiated understanding.Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, LAMS, Moodle, ePorfolios (all open source and hosted by a third party hosting service)http://www.dragonstudentexchange.org
http://www.nscgroup.org

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1/20/2009 22:21:50Teach India ProjectVinita ShahMassachusetts, USAvinitashah@comcast.netwww.teachindiaproject.orgESTOngoingPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), College/University Graduate StudentsNoSchools around the worldSign up for our free online educational Newsletter with lessons about India for global education programs K-12.

Develop teaching kits and lesson plans together to address specific curriculum standards.

Undertake small projects together (Schools, students and us) for publication in the Newsletter.
Social studies - history, geography
English Language Arts
Folk art and crafts
Online quizzes
Publication of materials
Feedback from readers
Blogs, Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photoswww.teachindiaproject.org

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1/22/2009 12:55:40Interstate ExchangeFelicia CaldaioNew Yorkfcaldaio@gmail.comstjohnslutheransi.orgESTFeb-MarchPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)No3+We are currently learning about different communities in the United States. We would like to exchange emails, pictures of communities, videochat to learn about each others cultures and communities to see a real life view of what our textbook saysSocial Studies
Language Arts
Computers
Arts
Science
Project will be assesed at the completion of each exchange of material. Material will be collated into an online-photo album that contains emails--changed into postcards, pictures, and any other correspondenceUnited States and its commonwealthsSpeaking a secind language is not a requirement but we welcome ESL learnersWikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos, Podcasts

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1/23/2009 10:43:55connecting culturesannea rosenbergct, usaarosenberg@ci.stamford.ct.uswww.magnetmiddle.orgestas soom as we find matchesPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Noabout 100We would like to penpal with students from a culture different from ours either online or snail mail. Then, we would set up a series of video conferences where the students could share interests, dress, etc. A final video conference would allow students to share their views on specified world problems. Teaachers involved would discuss specifics prior to beginning.
The thrust is learning about different cultures while realizing that we are also the same.
social studies, language arts, scienceStudents would respond to a series of statements prior to and after the video conferences. Students would share with their partner school(s) what they think they learned about them in the final video conference.It would be most helpful to us if the partners spoke English although we do have spanish speakers in our school.Blogs, Wikis, Digital Videos, Digital Photos

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1/25/2009 1:02:55Dharithri or Mother EarthGeetha NarayananBangalore Indiag_narayanan@srishti.ac.inskype, g_narayananwww.srishti.ac.inChennai IndiaongoingPreschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Nobetween 10 and 20Dharithri or Mother Earth is a "lab in a bag" science project that looks at developing a pedagogy of slowness and intimacy in the learning of science.
The project will ask for learners to participate in a micro-study of an area of their environment through the year fostering ways being investigated here as part of a larger research into teaching and learning called Project Vision. Using a set of methodologies prescribed teachers or rather coaches or facilitators will lead students through a process of inquiry which involves mobility, investigation and the fostering of new literacies. Using of new media will be critical to this project
Physical and Life Sciences, Earth and Environmental Sciences, Life Skills and Personal and Social Development, Literature and Communication, ematicsContent Standards ( McREL)for Grades 5-8 have been used for the pilot trial


We have also worked at alignment with Key Stage 3 of the National Curriculum in the UK
Students will be assessed based on their portfolios, their own self reflection journals or logs and some final performance tasksNo
We will feel we are ready to test our project across the world
No
We would prefer to work with people across the world as long as they can communicate in English
Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos, Podcasts, SCRATCHThe project is part of the research work of Geetha Narayanan, Founder- Director Srishti School of Art Design and Technology.
The actual research collective is called Project Vision and papers on it have been presented at the Global Summit in Australia in 2006, at the Ed-Media in Vienna in 2008 and at the MIT Scratch Conference also in 2008.
Any potential collaborator can google my name Geetha Narayanan with any of the above links to find out more about methods and about the pedagogies I value and develop with my team
The project website will be up in a few weeks. The url will be
www.projectvision.in

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1/25/2009 11:31:16Hodges modelPeter JonesLancashire, Englandh2cmuk@yahoo.co.ukhttp://hodges-model.blogspot.com/http://www.p-jones.demon.co.uk/London, GreenwichOngoing - Learning Drupal to rewrite the website now 10 years oldPreschool Students (ages 3-5), Primary Grade Students (ages 6-9)Nono limitDeveloped in the UK during the early 1980s, Hodges’ model (h2cm) is a conceptual framework that is person-centred and situation based. In structure it combines two axes to create four care (knowledge) domains. Academics and practitioners in many fields create models that help support theory and practice (Wilber, 2000). Models act as a memory jogger and guide. Whereas in health education theoretical frameworks are discipline related with specific and generic uses, community informatics emerged from university, corporate and governmental environments without a model (Clement, et al., 2004). In health care generic models can encourage holistic practice directing the user to consider the patient as a whole person and not merely as a diagnosis derived from physical investigations? Exposure of h2cm is limited to a small (yet growing) cadre of practitioners; several published articles (Hinchcliffe, 1989; Adams, 1987; Jones 2004a, b). In addition to a website (Jones, 1998) there is a blog and an audio presentation both first published in 2006.

The best way to explain h2cm is to review the questions Hodges originally posed. To begin, who are the recipients of care? Well, first and foremost individuals of all ages, races and creed, but also groups of people, families, communities and populations. Then Hodges asked: what types of activities - tasks, duties, and treatments - do nurses carry out? They must always act professionally, but frequently according to strict rules and policies, their actions often dictated by specific treatments including drugs, investigations, and minor surgery. Nurses do many things by routine according to precise procedures, the stereotypical matron - machine-like efficiency? If these are classed as mechanistic, they contrast with times when healthcare workers give of themselves to reassure, comfort, develop rapport and engage therapeutically. This is opposite to mechanistic tasks and is described as humanistic; what the public usually think of as the caring nurse. In use this framework prompts the user to consider four major subject headings or care domains of knowledge. Namely, what knowledge is needed to care for individuals - groups and undertake humanistic - mechanistic activities? Through these questions Hodges’ derived the model depicted on the website and blog (see below).

Initial study of h2cm on the website has related Hodges’ model to the multicontextual nature of health, informatics, consilience (Wilson, 1998), interdisciplinarity, and visualization. H2cm says nothing about the study of knowledge, but a great deal about the nature of knowledge is implied in figures 1 and 2. This prompted two web pages devoted to the structural and theoretical assumptions of h2cm (Jones, 2000a, b.). Although the axes of h2cm are dichotomous, they also represent continua. This duality is important as an individual’s mental health status is situated on a continuum spanning excellent to extremely unwell. There are various states in-between affected by an individual’s beliefs, response to stress, coping strategies, epigenetic and other influences. H2cm was created to meet four educational objectives:

1. To produce a curriculum development tool.
2. Help ensure holistic assessment and evaluation.
3. To support reflective practice.
4. To reduce the theory-practice gap.

Since h2cm’s formulation these objectives have grown in relevance. The 1980s may seem remote, but these problems are far from archaic as expansion of points 1-4 reveals. Education is now preparation for life-long learning. Curricula are under constant pressure. Despite decades of policy declarations, truly holistic care (combining physical, mental and pastoral care) remains elusive. The concept and practice of reflection swings like a metronome, one second seemingly de rigour, the next moment the subject of web based polls. H2cm can be used in interviews, outlining discussion and actions to pursue, an agenda - agreed and shared at the end of a session. The model is equally at home on paper, blackboard, flipchart and interactive whiteboard. Finally, technology is often seen as a way to make knowledge available to all; the means to bridge theory-practice gap through activities such as e-learning, governance and knowledge management. The digital divide cannot be bridged by idealism alone.

The axes within h2cm create a cognitive space; a third axis projecting through the page can represent history; be that an educational, health or other ‘career’. It is ironic, that an act of partition can simultaneously represent reductionism and holism. Reductionism has a pivotal role to play, which h2cm acknowledges in the sciences domain. What h2cm can do is prompt the user that there are three other pages to reflect and write upon.

REFERENCES:

Adams, T. (1987). Dementia is a Family Affair. Community Outlook, Feb, pp. 7-8.
Hinchcliffe, S.M. (Ed.) (1989). Nursing Practice and Health Care, [1st Edition only], London, Edward Arnold.
Jones, P. (1998). Hodges' Health Career Care Domains Model.
Retrieved May 12, 2007, from http://www.p-jones.demon.co.uk
Jones, P. (2000a). Hodges' Health Career Care Domains Model, Structural Assumptions. Retrieved May 12, 2007, from http://www.p-jones.demon.co.uk/theory.html
Jones, P. (2000b). Hodges' Health Career Care Domains Model, Theoretical Assumptions. Retrieved May 12, 2007, from http://www.p-jones.demon.co.uk/struct.html
Jones, P. (2004a). Viewpoint: Can Informatics And Holistic Multidisciplinary Care Be Harmonised? British Journal of Healthcare Computing & Information Management, 21, 6, 17-18.
Jones, P. (2004b). The Four Care Domains: Situations Worthy of Research. Conference: Building & Bridging Community Networks: Knowledge, Innovation & Diversity through Communication, Brighton, UK.
Wilber, K. (2000). Integral Psychology: Consciousness, Spirit, Psychology, Therapy. Shambhala Publications.
Wilson, E.O. (1998). Consilience: The Unity of Knowledge, Abacus.

Resources:

Hodges’ model website -
htpp://www.p-jones.demon.co.uk

“Welcome to the QUAD” Blog –
http://hodges-model.blogspot.com/

There are plans to create a new website using Drupal that *might* evolve into a community. The project is also interested in other generic frameworks from other parts of the world.
Self-care
Holistic - whole systems thinking
Socio-technical approaches
Nursing
Objective and Subjective measures to be defined, tested, assessed and assured.GlobalEnglish - plan to leverage Drupal's functionality.Blogs, Standard web pages, Other collaborative documents, Podcasts, Drupal, Ruby in the future...?Learning Drupal in order to create a new website and define some content types to support the model.
Two book chapters published 2008 & 2009 - please see:
http://www.p-jones.demon.co.uk/publist.htm

Peter Jones
RMN, RGN, CPN(Cert), PGCE, PG(Dip) COPE, BA (Hons.).
Community Mental Health Nurse, Independent Scholar & Informatics Specialist
Wigan
Lancashire
UK
Peter Jones
http://twitter.com/h2cm
http://www.p-jones.demon.co.uk/
Hodges' Health Career - Care Domains - Model
http://hodges-model.blogspot.com/
h2cm: help 2C more - help 2 listen - help 2 care

htpp://www.p-jones.demon.co.uk
http://hodges-model.blogspot.com
http://www.p-jones.demon.co.uk/hcm.htm
http://www.p-jones.demon.co.uk/chron.htm
http://www.p-jones.demon.co.uk/faq-h2cm.html
http://www.archive.org/details/PeterJonesHodgesModelPodcastPart1WelcometotheQuad
http://www.p-jones.demon.co.uk/links.htm
http://www.p-jones.demon.co.uk/links3.htm
http://www.p-jones.demon.co.uk/linksTwo.htm
http://www.p-jones.demon.co.uk/linksIV.htm
http://www.p-jones.demon.co.uk/welcome.htm
http://www.p-jones.demon.co.uk/aims.html

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2/1/2009 21:40:08And To Think That I Saw It On My Way To SchoolPaula WhiteVirginia USApwhite@k12albemarle.orgskype tzsttchrwww.k12albemarle.org/Crozet-5GMT ESTFeb-Mar 2009Preschool Students (ages 3-5), Primary Grade Students (ages 6-9)Nono minimumIn true Seussian fashion, this project demands that students look at the world around them differently than they have before, seeking out marvels that previously went unnoticed, and then engaging others in their newly found appreciation through words and images. The idea is to have kids look on their way to school, (as Marco did in the book) and find marvels in their world. They can then take a digital picture of what they see, or draw or paint it and then upload it for others to see. Teachers will create one page for all of their student work, titling each picture "And To Think That I Saw It On My Way To School"! The big ideas are the verb to see and the cadence or rhythm of the words. Then classes can react to each other's work through the discussion tab or through skype, ichat, etc.Language Arts, Visual LiteracyStudents will be posting the "marvels" they find as they participate in the project, reacting to others' work and reading and responding to responses to theirs.. Teachers can personalize the project as they see fit, incorporating writing, poetry, letters, descriptions, etc.Wikis, Digital Videos, Chat (AIM, iChat, Skype)The wiki also includes background information on many of Dr. Seuss' books and accompanying activities for early childhood students. This data was originally posted to the web back in 1996. http://andtothink.wikispaces.com

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2/12/2009 9:58:04Empire State VC CollaborativeCheryl TiceNY, USAcheryltice@gstboces.orggmail chat (cheryltice)http://www.gstboces.org/iss/dlEastern Standard TimeApril 2 and 3Preschool Students (ages 3-5), Primary Grade Students (ages 6-9)NoWe are looking for a variety of interactionsEmpire State Video Conference Collaborative is a 2 day training for teachers to immerse them in a variety of interactive video conferencing techniques.

On day 2, we would like to connect with places around the world from 9-10:45AM EST to discuss strategies for using this video conferencing in the classroom.
We address as many subject areas as possible because we work with teachers with various areas of expertise from several regions around New York State.US Educational Standards Addressed (among others):
ELA:
NL-ENG.K-12.4 Communication Skills
NL-ENG.K-12.5 Communication Strategies
NL-ENG.K-12.6 Applying Knowledge
NL-ENG.K-12.8 Developing Research Skills
NL-ENG.K-12.9 Multicultural Understanding
NL-ENG.K-12.10 Applying Non-English Perspectives
NL-ENG.K-12.11 Participating in Society
NL-ENG.K-12.12 Applying Language Skills

Technology:
NT.K-12.1 Basic Operations and Concepts
NT.K-12.2 Social, Ethical, and Human Issues
NT.K-12.4 Technology Communications Tools NT.K-12.6 Technology Problem-Solving and Decision-Making Tools
The teachers will plan their own content provider or class-to-class project and we will be available to the teachers to provide assistance so they will follow through with their planned connections.Anyone who is interested can participate!Our participants' primary language is English, so it will be important that those who wish to contact us can speak English. Thank you!Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, interactive video conferencingIf you have access to interactive video conferencing equipment, such as a Tandberg or Polycom unit, that would be extremely helpful!

If not, we can work with you if you have a webcam, as well.
http://www.gstboces.org/iss/dl/esvcc.html

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2/12/2009 14:41:22One AmericaAmy StahuraGolden, Colorado USAastahura@jeffco.k12.co.ussc.jeffco.k12.co.us/maplegrovemt timeongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18), IndividalsYes2 classrooms, about 60 studentsOur goal is to have students learn about the other's culture and daily life.Social Studies, Language ArtsStudents will collaborate on a description of daily life for each culture. Anywhere in Latin AmericaOnline translation services will be sufficient if necessary.WikisOur goal is to have students learn about the others' culture and daily life.

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2/26/2009 19:54:42Cisco Networking AcademyChristina AnthonySingaporechanthon@cisco.comYahoo Chathttp://www.cisco.com/asiapac/academy/index.shtmlGMT +8OngoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18), IndividalsNounlimitedCisco Networking Academy
The Cisco Networking Academy Program is a public-private partnership between Cisco Systems, education, business, government and community organisations around the world, aimed at nurturing IT professionals.

Educating the Internet Generation
The education program employs an e-learning model, using a combination of Web-based and instructor-led training along with a hands-on lab environment to teach students how to design, build and maintain computer networks.

Formally launched in 1998 in Asia Pacific, the Cisco Networking Academy Program is an e-learning model that delivers Web-based educational content, online assessment, student performance tracking, and instructor training and support, as well as preparation for industry standard certification. With a curriculum developed by education and networking experts, the Networking Academy Program is offered by high schools, technical schools, colleges and universities, community-based organizations, and other educational programs worldwide.

The Networking Academy program provides educational institutions with leading-edge IT curricula and hands-on lab exercises to train a workforce that may attract highly desirable technology employers.

More information on how to offer the program to your students or how to enroll in the program in an educational institution near you, can be found in the Academy and Student sections.
Students gain access to:
multi-media web-based delivery that supports student-centred learning
hands-on training that develops problem solving skills
globally recognised industry-standard certification
an international passport to a well-paid career
Educational institutions are able to access and deliver a program that:
is designed by industry and education experts
is ready-made and continuously updated on-line
comes with a Quality Assurance Plan
is available free to non-profit educational institutes
utilises the latest web tools
has full technical support and on-line instructors’ guide
uses a specially–designed management tool which reduces administration time and increases productivity
conducts assessment on-line/provides immediate feedback that monitors students’ progress
Governments and societies gain access to a national pool of skilled IT manpower that:
reduces the need for foreign labour
boosts the growth of economies
attracts foreign investment
enhances e-learning and networking development at little or no cost
bridges the digital divide from country to country, rural to urban, young and old, and regardless of gender
Prepare your students for the ever-changing job market by offering an industry-driven curriculum in IT. The education eco-system provides the support required of you to manage the transformation, i.e. Intellectual, financial and technical.



The Cisco Networking Academy program is a joint commitment between Cisco and education institutions. We provide you with systematic guidelines, comprehensive information and ongoing support to ensure that the program is a success.



Join other centres of excellence in e-learning and benefit from this unique opportunity.
noStandard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Online whiteboards, Other collaborative documentshttp://www.cisco.com/asiapac/academy/become_academy/index.shtml

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2/27/2009 10:38:09Climate change: Arctic Sea Ice, Greenland ice melting, impact on societyA. AwadPark Ridge. Illinois, USAaawad@maine207.orgaawad6 = skypehttp://east.maine207.org/central USA4/10/09-5/25/09Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, all interested peopleNoat least 1 additionalStudents will use GIS (and some NetLogo and Image J) to view and analyze data related to Arctic sea ice melting. A significant component of the project is for students to create a digital movie with evidence of the impact the change in sea ice is having on society. This evidence can, and should, take on many different forms.

This is the second year of this project. The students really learned a lot last year on top of being very motivated to investigate many different types of data.
Science and societyAuthentic assessment through analysis of fianl project presented to a detailed rubric.Any!noBlogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, GISPlease let me know if you are interested and we can chat!

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3/30/2009 17:21:29World War II Collaboration ProjectChuck KaneTwelve Corners Middle School, Rochester, NY USAchuck_kane@bcsd.orgAIM mk77chttp://www.bcsd.org/tcms.cfmUTC (- 5)4/13-5/1Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, adult/ community educationNo3 schoolsI teach eighth-grade students (age 14) from the Twelve Corners Middle School in Rochester, New York studying World War II. We are interested in gaining a global perspective on the war by collaborating with students from other countries that were involved in the war. So far we have connected with a school in the United Kingdom and a school in Russia. We are looking to connect with one school in France, one school in Germany, and one school in Japan. We would also welcome collaboration with classes from other countries that were involved in the war, however. We have put together a summary of different topics related to World War II and we would like to see what students in other countries are taught about those topics, and how that differs from what we have learned.History / Social Studies
World War II
Students will collect information on the topics listed below and present their findings (summaries, photographs, videos, testimonials, statistics, time lines) on a wiki page. Students from each participating country will be able to comment on the findings of their counterparts, add information that may be missing, and identify areas where bias may be present.We are looking for one class from France, one class from Germany, and one class from Japan, although we would also welcome participation from students in any other nations that participated in the war.Our project will be conducted in English.Wikis, Digital Videos, Other collaborative documents, Digital PhotosThe following information will be collected by students at TCMS. Classes from other nations may contribute as much or as little as they wish, and they may provide information on topics not covered by this outline.

I. The War Begins
* Invasion of Poland
* American Neutrality
* The Battle of Britain
* Attack on Pearl Harbor

II. America on the Home Front
* Enlistment/draft
* War Production
* Rationing
* Propaganda
* Opportunities for Women and African Americans
* Japanese Internment

III. The European Theater
* North Africa and Italy Campaigns
* Battle of Stalingrad
* D-Day Invasion
* Battle of the Bulge
* V-E Day

IV. The Pacific Theater
* Midway, Guam, Iwo Jima, Okinawa
* Guadalcanal, Coral Sea
* Island Hopping Strategy

V. The War in the Pacific Ends
* Development of the Atomic Bomb
* Hiroshima, Nagasaki
* V-J Day

VI. The After
* The Holocaust
* Nuremberg Trials
* The United Nations
* Cold War

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4/1/2009 14:15:20Social Design ProjectRuth Mateus-BerrUniversity of applied arts in Viennaruth.mateus-berr@uni-ak.ac.atskype, mateus-berrwww.dieangewandte.atEuropestart: march 2009Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsNoas much are interestedmarketplaces have a lot of leftovers which they could contribute to the poor. usually they have to grab it without dignity. how can we enhance the relationship between vendors and hungry people?
first steps:
1.please inform me that you are interested in this project and like to participate!
2. first procedures should be: find out a marketplace in your town and do a designresearch:document with drawings or fotos each market stall. ask the owners about how many tomatoes etc. they would throw away each day. ask themwhat they ike most in their job, ask them what is the most difficult.
document exactly.
find out all stories about the history of the market, how big it is, etc.
market places, design research, social design, rethinking the world, participatory design, etc.good documentationcurrent exhibition at a gallery close to the marketplace of the "work in progress".
discussions, conversations, presentations.
all who are really interested!english is maybe generally possible. german, portuguese, espagnol, francais as well.Blogs, Chat (AIM, iChat, Skype), Digital Photosgood documentation will be excellent, whatever you can afford in your country. if you wish digital fotos, if you wish just drawings. also written documentation.

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4/6/2009 0:03:45Chajul, GuatemalaSpencer WhitePortland, Oregonwhites@catlin.eduhttp://www.catlin.edu/home/index.phpPacific standardongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsNoany numberAnyone interested in the the various Mayan cultural groups of Guatemala or specifically the Ixil people of Chajul, Nebaj and Cotzal can join in the effort to bring these group into a state of sustainability, both financially and environmentally. Spanish, Global Education, Reflection of experience.Spanish is a plus, but not necessaryDigital Videos, Social Networks ( i.e. Ning, Facebook)For the last 3 years, Spanish students in the Middle School at Catlin Gabel have maintained a relationship with a small in-country NGO, in the highlands of Guatemala. The town is Chajul, and the school is called CEMIK. Chajul is home to the Ixil people, one of 23 different Mayan indigenous groups. Their language is Ixil, though they often use Spanish in work and business. About 70 students attend CEMIK throughout each week at a cost of about $25 per kid. Their parents are often working, harvesting corn in the fields or making handicrafts for export. Chajul is part of what's called the Ixil Triangle, an area of Guatemala that was virtually ravaged by the 36-year civil war. Peace accords were signed in 1996, though these villages have received nothing from subsequent governments.

I have traveled to Chajul twice in the last 2 years, bringing everything from pencils to financial gifts of up to $1000. This money is currently funding a teacher's salary in CEMIK's one-room school house. Plans are underway to initiate a medical brigade in the summer of 2010 involving Catlin Gabel parents, medical professionals and Upper School students.



2007-2008 Guatemala Trip Proposal:
Service Learning in The Ixil Triangle

Where: Antigua, Guatemala and Chajul, Guatemala ~~ Medical Brigade
When: 2008 summer session, 2-weeks
Whom: Open to 8 juniors and/or seniors, and adults (some medical professionals) in the community.
How Much: $1,500-$2,000 per participant
Purpose and goals:
1. Service work with Transitions Foundation, non-profit organization working to serve disabled adults and children in Antigua, Guatemala. http://www.transitionsfoundation.com/Transitions_English/index.html

2. Study of Indigenous Maya Ixil culture, NGO urban development and service work with ACEFOMI (Asociación Centro de Educación y Formación Maya Ixil) and CEMIK (Centro Educativo Maya Ixil)

3. Medical Brigade to bring dental/medical services to the town of Chajul.

Rationale and Background: Catlin’s US has had a relationship of donating clothing and other items to Transitions Foundation that works in and around Antigua, Guatemala. This organization has existed for 15+ years and works closely with their USA based foundation board to serve the disabled population of Antigua. Transitions works closely with Emanuel Hospital and Ronald McDonald House in Portland to provide services for these people. Spencer has twice visited Transitions in Antigua to develop the potential of a student trip.

The Catlin Gabel MS Spanish students have created a four-year relationship with the NGO organizations ACEFOMI and CEMIK in Chajul, Guatemala. Students have corresponded by mail with students, ages 5-13, at the Centro de Educación Maya Ixil and have developed personal relationships with the teachers and children in this community. As our students enter US they would perhaps have the chance to meet in person the students with which they’ve corresponded. Chajul is a small town of about 20,000 people in the highlands of Guatemala and is in the process of intense community development. The poverty level is high here, but so is the level of safety. It is my hope that Catlin Gabel will create a sister-school relationship with ACEFOMI that lasts into the future, and is fostered by many elements in our school, including all divisions.


http://inside.catlin.edu/global/chajul09
http://www.catlin.edu/page/1532
http://www.mundoexchange.org/guatemala.html
http://www.limitlesshorizonsixil.org/
http://www.transitionsfoundation.com/Transitions_English/index.html

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4/13/2009 16:27:32CultureQuestSheila Gersh, Ed.D.NYCsogersh@gmail.comhttp://www.culturequest.usESTongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsNoone or twoCultureQuest involves students and teachers engaged in inquiry-based classroom projects that explore other peoples and cultures. Projects are based on students’ questions and interests and involve the focused, intensive study of one or more aspects of the art, music, literature, religion, values, daily life customs and traditions of other cultures. Students supplement traditional resources with extensive use of the Internet, both for information and for communication with knowledgeable adults and peers in the country they are studying. Their completed work becomes part of a class web site.

allELA, NETS, some content area StandarsRubric, Observation, reportsallStudents can do the project in English or their native languages. Blogs, Standard web pages, Digital Videos, Other collaborative documents, Digital Photos

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4/25/2009 15:14:08Mediterranian OdysseyJanice FriesenAustin, Texasjfriesen@eanesisd.netSkype-janicefaustinhttp://bce.eanesisd.netUSA Central Time (-6 GMT)June 9, 2009-July 24, 2009Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsNoany numberI have an opportunity to travel around the Mediterranian with some experts from universities around the world in various fields, especially history, archaeology, classics and religious studies. I would like to share my experiences with others through a blog. Each day I will write about experiences I am having and post pictures. I am hoping that I will have followers who make comments and ask questions guiding me as I travel.Social Studies, history, cross-cultural understanding, travelThis depends upon how this project is used. I picture that there may be students who follow individually since it is during the summer. I hope they will ask questions and learn new things that will apply to what they learn in school. I hope that teachers who follow might use this as a resource for images and information to inspire their teaching. I would love to see some teachers that follow add to their own professional learning networks by meeting like minded teachers in other places.I will travel in Western Turkey, Israel (specifically Bethlehem), Italy (Rome, Naples and Pompeii), and Greece. It would be great to meet teachers or students from these areas and connect while I am there.noBlogs, Chat (AIM, iChat, Skype), Online whiteboards, PodcastsI will also have a digital audio recorder and can collect any sounds that anyone might be interested in and post them (i.e. the call to prayer at mosques in Turkey).I have done similar trips in the past:
Corinth Greece - http://malahinitx.blogspot.com (look for October 2005, or use keyword Greece)
Greece and Turkey - http://jfriesen.edublogs.org
Greece and Vienna - http://jfriesen.my-ecoach.com

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4/27/2009 11:45:29Youth Delegation to VenezuelaKaren Bozeman-GrossChicagp, IL binkabi2004@yahoo.comSkype: akosuasworldwww.bsics.netCentral Daylight TimeJune 21-July1, 2009Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsNoNeed 5 more participantsThere is still time to join me in this endeavor, particularly if you live in the Chicago area. Educators are also welcome. This tour focuses on the International Drum Festival in the Barlovento Region of Venezuela. In addition we will experience the agriculture, flora and fauna of Venezuela. We are setting up a sister school relationship with Juan Pablo Sojo School in the small town of Curiepe in the Barlovento Region of Venezuela. Students will be have learned beginning Spanish. They will read to the primary students, thus enhancing their Spanish Language skills and connecting with Venezuelan children.Global Awareness
Social Studies
Foreign Language
Cultural Dancing
-Students will be able to demonstrate that they understand the issues of education, poverty, health and sustainable development as it relates to Venezuela.
-Students will demonstrate that they understand the roles and interactions of individuals and groups in society.
- Students will prepare a presentation for the community upon their return from Venezuela incorporating Power Point, video and digital photos.
- Students will be able to engage in a simple dialogue in Spanish.
- Students will be able to describe the process of planting, cultivating, processing and marketing finished products of the cocoa industry.
Any area is welcomed. Delegation will leave from Chicago.Knowledge of Spanish is helpful, but not essential.Blogs, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital PhotosStudents have visited the Venezuelan Consulate in Chicago and tasted Venezuelan food. Students will be studying beginning Spanish so they can read simple coloring books and other simple books to the Venezuelan students at Juan Pablo Sojo School in Curiepe, Venezuela. Although time is short we welcome other students and educators.www.freewebs.com/mtvenezuela

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4/28/2009 9:02:31Project School data baseEssa & Mouraddes2006sa@yahoo.comddddMiddle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate StudentsYes1dddSocial Bookmarking Tools

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4/29/2009 13:06:35Winter OlympicsJeff HorwitzSt. Louis, MO USAjhorwitz@micds.orgskype mrteachersirhttp://globetrotters.wikispaces.orgCST8/2009 - 1/2009Middle Grade Students (ages 10-13), High School Students (ages 14-18)No6What brings people together?

In an effort to create a global community, our second graders are looking to connect with communities around the world who are interested in using the Winter Olympics as a vehicle to bring people together. We are hoping to learn about each others communities. We would also like to send a representative mascot from community to community like the torch that passes from Torino to Vancouver. If you are interested please contact us.
AllInformation on the daily life in your community will be collected and posted on a google map and linked to our wikispace.Our goal is to have as many communities as possible represented before the Opening Ceremonies of the Olympic Games.Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, Podcastshttp://globetrotters.wikispaces.org

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5/6/2009 9:57:59BRIICS Learning about Emerging NationsDr. Sushmita HodgesSt. Paul Minnesota U.S.A.shodges@spa.eduwww.spa.eduCentral/DaylightJanuary-April 2010Middle Grade Students (ages 10-13), High School Students (ages 14-18)Yes3-4 schools 10 students eachBRIICS Classroom Learning about Emerging Nations. Check out ning www.bricclassroom.ning.com Teachers from schools from the BRIICS countries Brazil, Russia, India, Indonesia, China and South Africa and U.S. will coordinate efforts and come up wih readings and discussions and a final wiki to showcase students work. Will use skype,ning and wiki to collaborate with the various schools. Currently have located school in India and have a contact in South Africa.Students located in the specific BRIICS countries will lead and share history, economic development and issues of globalization within their countries through discussions and powerpoints.Research methodology, synthesis and analysis will be critical tools along with technology to disseminate information.Students will write short response papers, take essay tests to demonstrate their understanding of the shared content. They will also be responsible for maintaining a section of the wiki which will be the final product.Brazil
Russia
Indonesia
China
South Africa
Would need students to have fluency in EnglishBlogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, PodcastsHave experience for two years partnering with 2 different schools in India on the NAIS sponsored Global Challenge 20/20 project addressing issues of education for all and global poverty.http://bricclassroom.ning.com/

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5/6/2009 9:59:21BRIICS Learning about Emerging NationsDr. Sushmita HodgesSt. Paul Minnesota U.S.A.shodges@spa.eduwww.spa.eduCentral/DaylightJanuary-April 2010Middle Grade Students (ages 10-13), High School Students (ages 14-18)Yes3-4 schools 10 students eachBRIICS Classroom Learning about Emerging Nations. Check out ning www.bricclassroom.ning.com Teachers from schools from the BRIICS countries Brazil, Russia, India, Indonesia, China and South Africa and U.S. will coordinate efforts and come up wih readings and discussions and a final wiki to showcase students work. Will use skype,ning and wiki to collaborate with the various schools. Currently have located school in India and have a contact in South Africa.Students located in the specific BRIICS countries will lead and share history, economic development and issues of globalization within their countries through discussions and powerpoints.Research methodology, synthesis and analysis will be critical tools along with technology to disseminate information.Students will write short response papers, take essay tests to demonstrate their understanding of the shared content. They will also be responsible for maintaining a section of the wiki which will be the final product.Brazil
Russia
Indonesia
China
South Africa
Would need students to have fluency in EnglishBlogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, PodcastsHave experience for two years partnering with 2 different schools in India on the NAIS sponsored Global Challenge 20/20 project addressing issues of education for all and global poverty.http://bricclassroom.ning.com/

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5/9/2009 11:41:35RotoballDavid GranShanghai, Chinadavid.gran@saschina.orgskype/twitter dsgranhttp://carrotrevolution.com/rotoballShanghaiAnnualMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NoAs many as possibleThe Rotoball Project is a collaborative animation project. Each student (or group of student) creates a 15 second animation (most contributions are rotoscoped but other forms of animation are acceptable) of them catching a ball, transforming it into something else, interacting with it, and passing it on. The entries are then all linked together to form one continuous animation. Art, Multimedia, TechnologyArt Standards:
Content Standard: 1: Understanding and applying media, techniques, and processes
Content Standard: 3: Choosing and evaluating a range of subject matter, symbols, and idea

NETS:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

4. Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
A basic rubric for assessment can be found here: http://carrotrevolution.com/rotoball/Assessment.html

In addition, review of the final animation gives students the opportunity to compare how others approached an open ended problem through a variety of technical, aesthetic, and creative solutions.
Anywhere.Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Animationhttp://carrotrevolution.com/rotoball/

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5/14/2009 7:37:50Two Eggs A WeekKaren Collias, Anna LevittWashington, DC/Lima, Perukaren.collias@google.comFacebook Group: Two Eggs A Weekwww.knowwithoutborders.orgEDTongoing projectMiddle Grade Students (ages 10-13), High School Students (ages 14-18)No2-infinityTwo Eggs A Week is based on the request from the El Agustino School in Lima, Peru, for additional nutrition for the poorest of its 1500 students. The school is located in a poverty-stricken section of Peru, but the students at the school are rich in hope and aspirations for the future. We are interested in people around the world sharing ideas about innovative ways to address issues of poverty that can hinder educational achievement. Students at the Stuart School in Princeton, New Jersey and Bethesda-Chevy Chase High School in Bethesda, Maryland have already raised enough money to feed the poorest 100 of the 1500 students at El Agustino "two eggs a week" for this and (nearly) the next academic school years. (Academic Years in Peru run from March through January.)Health and Nutrition
Poverty
Education and Equity
Social Studies (world history, geography)
World Languages (Spanish)
Affective measures -- increase in global awareness and issues of poverty, as well as increase in engagement and motivation to learn about different parts of the world as measured by participation in Facebook group, comments on blogs, etc.Interested in students from all over the world to join Facebook group, Two Eggs A WeekInformation about the project can be found on www.knowwithoutborders.org in both English and Spanish. Speaking a second language, however, is not a requirement.Blogs, Standard web pages, Social Networks ( i.e. Ning, Facebook), Digital Photos, Photos on Flickrwww.knowwithoutborders.org

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5/28/2009 10:23:38Global Youth Viewpoints bookGayle Kimball, Ph.D.Californiagkimball@csuchico.edu http://globalyouthspeakout.ning.com/main/index/addContentwww.myspace.com/globalyouthviewpointsPacific Standard TimeongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NomanyGreetings from California. I'm writing a book that gives you and other young people around the world an opportunity to say what's on your mind. This is your chance to be heard. Many of you have wonderful suggestions for how to make our world a better to live in, so I'm asking people age 19 and under to respond to 10 questions. I’ll compare your answers by age, gender, and location.
See myspace.com/globalyouthviewpoints for the questions and photos of schools and students I’ve visited on three continents. (I’ve written other peer-based books for youth, including The Teen Trip: The Complete Resource Guide and How to Survive Your Parents’ Divorce: Kids’ Advice to Kids.) Please also forward to kids and their teachers so they can be part of the global youth book.
Thanks, Gayle Kimball, Ph.D. gkimball@csuchico.edu

1. If you could ask a question of the wisest person in the world,
what would you ask her or him about life?
2. What bothers you in your daily life? What practice best helps you stay calm?
3. If there was one thing you could change about adults, what
would it be?
4. What would you like to change about yourself?
5. What do you like to do for fun?
6. When have you felt most loved by someone else?
7. Why do you think you’re here on earth; what’s your purpose?
8. On a scale of 1 to 100, how highly would you grade your
school? Why?
9. What work would you like to do when you're an adult?
10. If you were the leader of your country, what changes would you make?
11. Imagine you get to write on a T-shirt going on a trip around the world. What do you want your T-mail to say to people?

What questions are missing that you’d like to answer? Your email. . . . . . .
What first name would you like used in the book to quote you?
How old are you?
Girl or boy?
What city and country do you live in?
Gracias! Merci! Danke! Arrigato! Chi chi!

> > > > >Previous Books:
> > > > > Essential Energy Tools book and 3 videos.
> > > > > 21st Century Families: Blueprints for Family-Friendly Workplaces,
Schools and Governments. (Equality Press)
> > > > > How to Create Your Ideal Workplace (Equality Press)
> > > > > The Teen Trip: The Complete Resource Guide (Equality Press)
> > > > > 50/50 Parenting (Lexington Books)
> > > > > 50/50 Marriage (Beacon Press)
> > > > > ed. Everything You Need to Know to Succeed After College (Equality
Press)
> > > > > How to Survive Your Parents' Divorce (Equality Press)
> > > > > ed. Women's Culture (Scarecrow Press)
ÿ > > > > Ed. Women's Culture Revisited. (Scarecrow Press, 2005)

The book will let the world know what's on young peoples' minds. Also they can speak up on ning or myspace at the addresses listed above.Students get writing practice and have a chance to influence changemakers.International, but am especially in need of responses from India and Pakistan.The questions for the book are available in various languages.Social Networks ( i.e. Ning, Facebook)myspace.com/globalyouthviewpoints
http://globalyouthspeakout.ning.com/main/index/addContent

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6/6/2009 5:03:26Global Online Eco-coursesVed P Guptavedpgupta@email.comNone at presentCan be started any time for a school or agency or organizationMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NoAs many as possible1. The project would be handled on line irrespective of any location of the participants around the globe. Teaching and discussions may be done through emails. Video conferencing or telephonic conversations may be conducted, if required

2. Course outline and description may be sent through emails to the participants and further help may be provided if needed

3. Invitation to the participants to ask questions if they want and answers to them for their questions

1. Global Warming:
I like to teach middle and High school students for preliminary information about the nature around us, environment, global awareness, causes and effects of global warming and greenhouse gases for climate change, preventions and solutions to fight global warming and reduce greenhouse gases to make environment clean. School students can contribute much towards saving of global warming.

2. Green living for every day life:
Green living for everyday life requires friendly environment. Clean environment has become a challenge today for present and future generations. More and more people are trying to get involved to reduce emission of carbon dioxide which is main heat-trapping gas to pollute the environment.

3. Green Lawn Benefits:
Green lawns play a important role in our daily life. Besides they provide many benefits to the environment and community as well.

4. Yoga:
Yoga is a tool for perfect body fitness and self enhancement without any medicine. I like to give some preliminary helpful information /
tips about Yoga to global people of all ages for their benefits.



Global warming is an international acclaim topic today. It’s time to act now before it is too late.

Yoga is a need of the hour for people of all ages

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6/6/2009 5:05:39Global Online Eco-coursesVed P Guptavedpgupta@email.comNone at presentCan be started any time for a school or agency or organizationMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NoAs many as possible1. The project would be handled on line irrespective of any location of the participants around the globe. Teaching and discussions may be done through emails. Video conferencing or telephonic conversations may be conducted, if required

2. Course outline and description may be sent through emails to the participants and further help may be provided if needed

3. Invitation to the participants to ask questions if they want and answers to them for their questions

1. Global Warming:
I like to teach middle and High school students for preliminary information about the nature around us, environment, global awareness, causes and effects of global warming and greenhouse gases for climate change, preventions and solutions to fight global warming and reduce greenhouse gases to make environment clean. School students can contribute much towards saving of global warming.

2. Green living for every day life:
Green living for everyday life requires friendly environment. Clean environment has become a challenge today for present and future generations. More and more people are trying to get involved to reduce emission of carbon dioxide which is main heat-trapping gas to pollute the environment.

3. Green Lawn Benefits:
Green lawns play a important role in our daily life. Besides they provide many benefits to the environment and community as well.

4. Yoga:
Yoga is a tool for perfect body fitness and self enhancement without any medicine. I like to give some preliminary helpful information /
tips about Yoga to global people of all ages for their benefits.



Global warming is an international acclaim topic today. It’s time to act now before it is too late.

Yoga is a need of the hour for people of all ages

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6/9/2009 12:50:06Ways of Seeing AfricaGeetha NarayananBangalore Indiag_narayanan@srishti.ac.inwww.srishti.ac.inChennai IndiaJuly 2009 onwardsMiddle Grade Students (ages 10-13), High School Students (ages 14-18)Noaround 3 or 4This project, which will run all year, combines all the social science disciplines into one meaningful whole ( History, Geography, Economics, Development, Cultural Studies and Political science)

It is built around the twin themes of the laws of life and ways of seeing.
The first is the well-known international essay competition conducted by the John Templeton Foundation called the Laws of Life Essay. The second is a philosophical approach to understanding culture and context outlined by the art historian and thinker John Berger. Together they ground this project giving it both meaning and rigor.

The long term goal of this learning project is to develop the following enduring understanding in all the learners.

“Laws of life are the rules, ideals, and principles by which one chooses to live.
Ways of Seeing Africa will help me understand differences in the way people interpret and live their lives. It will also help me develop my own laws of life.”

WAYS OF SEEING involves making connections between
• An environment and its lived culture
• Historical events /eras and current economic insecurities
• Conflict and stereotypes, biases and prejudices

We would like to partner with teachers and students who are from Grade 6 and who are interested in working on this project for one week every month ( approximately one or two lessons)
Ways of Seeing Africa Across the Year

Cycles 1 and 2: June and July
Ways of Seeing : Africa is Not a country

Cycles 3 and 4 : August and October
Ways of Seeing : Perceptions and Stereotypes

Cycles 5 and 6: November and January
Ways of Seeing: Tradition versus Modernity, Poverty versus Development

Cycles 7 and 8
Ways of Seeing : Hot Spots of Conflict

Assessment will be formative and based on portfoiios and learner led conferences
We also plan to include some performative and authentic assesment tasks at the end of the year
Yes, we are hoping to interact directly with students from Africa and also of African diasporia in AmericaNo, this project will run in EnglishBlogs, Wikis, Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, PodcastsThis project is being developed and run at Mallya Aditi International School Bangalore ( a private not for profit k-12 school ) and a centre for children from urban poor communities called Drishya Kalika Kendra.
My research group the Project Vision Design and Research Collective is writing and developing the programme and we, as researchers, are looking for schools and other researchers as partners in using ning, skype and other forms of connectivity to discuss and develop this project.
We are passionate about social justice, about the environment and sustainability, grow our own vegetables, compost and embrace a critical and slow pedagogy

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6/17/2009 13:03:48Global collaborationNerine ChalmersDoha, Qatarnchalmers@qf.org.qahttp://www.qataracademy.edu.qa/output/Page3.aspGMT+3October '09 - May '10Middle Grade Students (ages 10-13), High School Students (ages 14-18)Yes5 classsrooms, each from a different continentWe invite classrooms from around the world to join with our Grade 4 classes in a long term, but fairly low key collaboration. We are a PYP school, and our Grade 4s are 9 – 10 year olds. There are approximately 22 students in each class. What we have in mind is that each of our 5 Grade 4 classrooms will link up with a different classroom, preferably in different continents. We would be asking the students in the partner class to communicate with our students in a variety of ways – possibilities would be by email, voice thread, Skype, a discussion page on a wiki – among others. We would be anticipating some contact every month or six weeks through the school year. Examples of the activities we have in mind are sharing ideas on some pieces of work, survey responses, sharing of relevant photographs of their local area, culminating in participating in a collaborative writing project in April/May 2010.
The school website can be found at http://www.qataracademy.edu.qa/
You can also have a look at the Grade 4 wiki space at http://grade4.qataracademy.wikispaces.net/
AllEffectiveness of the communication and collaboration that takes place will be assessed through peer assessment. There will be a rubric for the collaborative writing project. Reflection will be invited through the discussion tab on the wiki page.preferable a classroom from each continent.All communication will be in English.Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts, as approporiate

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6/23/2009 0:29:33Discover Natural FibresCecily WrightAustraliacwright@educationau.edu.auhttp://www.globaleducation.edna.edu.au/globaled/go/pid/3533ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Discover Natural Fibres. Click on "Enrol me in this project" in the Administration side block.cross curriculaself assessment and peer assessmentBlogs, Wikis, Standard web pages, Other collaborative documents, Digital Photos

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6/23/2009 0:37:08Give Peace a ChanceCecily WrightAustraliacwright@educationau.edu.auhttp://www.ozprojects.edu.au/course/view.php?id=44ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Give Peace a Chance. Click on "Enrol me in this project" in the Administration side block.cross-curriculapeer assessment and self assessmentany locationBlogs, Wikis, Standard web pages, Digital Photos

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6/23/2009 0:41:50Languages MatterCecily WrightAustraliacwright@educationau.edu.auhttp://www.ozprojects.edu.au/course/view.php?id=33ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Languages Matter. Click on "Enrol me in this project" in the Administration side block.cross-curriculapeer assessment and self assessment
online feedback
anywhereStandard web pages, Other collaborative documents, Digital Photos

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6/23/2009 0:45:53Millennium Development GoalsCecily WrightAustraliacwright@educationau.edu.auhttp://www.ozprojects.edu.au/course/view.php?id=75ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Millennium Development Goals. Click on "Enrol me in this project" in the Administration side block.cross-curriculapeer assessment
self assessment
online feedback
anywhereStandard web pages, Other collaborative documents, Digital Photos

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6/23/2009 0:48:35Planet Earth in Our HandsCecily WrightAustraliacwright@educationau.edu.auhttp://www.ozprojects.edu.au/course/view.php?id=25ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Planet Earth in Our Hands. Click on "Enrol me in this project" in the Administration side block.cross-curriculapeer assessment
self assessment
online feedback
anywhereBlogs, Wikis, Standard web pages, Other collaborative documents, Digital Photos

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6/23/2009 0:50:41Potatoes around the WorldCecily WrightAcwright@educationau.edu.auhttp://www.ozprojects.edu.au/course/view.php?id=24ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Potatoes around the World. Click on "Enrol me in this project" in the Administration side block.cross-curriculapeer assessment
self assessment
online feedback
Blogs, Wikis, Standard web pages, Other collaborative documents, Digital Photos

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6/23/2009 0:54:18Sanitation and DiseaseCecily WrightAustraliacwright@educationau.edu.auhttp://www.ozprojects.edu.au/course/view.php?id=19ongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)NounlimitedEnrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Sanitation and Disease. Click on "Enrol me in this project" in the Administration side block.cross-curriculapeer assessment
self assessment
online feedback
anywhereStandard web pages, Digital Videos, Other collaborative documents, Digital Photos

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7/24/2009 20:16:12My school,your schoolSilvana CarniceroArgentinasilvanacar01@yahoo.com.arhttp://myschoolyourschoolproject.blogspot.comongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)No2 or moreA teacher or group leader should contact the project facilitator
Students should write passages introducing themselves
Students shouldvisit the project blog and answer the questionnaires there
Students hould take pictures of their schools
Akl the material is sent to the project facilitator by mail sn she publishes everything in the project blog
Language
EFL
Social studies
By answering the questions and bycommenting on other participants' posts in the blogBlogs, Digital Photoshttp://myschoolyourschoolproject.blogspot.com
http://proyectomiescuelatuescuela.blogspot.com

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7/26/2009 9:07:23IEARNMichelle GeorgePittsburgh, PAmgeorge@avonworth.k12.pa.usMichelleAvonworth.k12.pa.usEastern StandardongoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)Noat least 1NegotiableGlobal CookingWant to design a webpage or work collaboratively on a global food fair for schools.NoNoStandard web pages, Social Networks ( i.e. Ning, Facebook)

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8/7/2009 21:50:47Teddy Bear Exchange ProjectLaurie YinglingMequon, WIlmy@lumenchristiparish.orgAOL / lck8teacherhttps://lumenchristiwiki.wikispaces.comUS - Central Standard TimeOngoingMiddle Grade Students (ages 10-13), High School Students (ages 14-18)YesTwo first grade classroomsOur first grade classrooms (we have two) learn all about Teddy Bears / and real bears and celebrate with a Teddy Bear picnic. We would love to do a Teddy Bear Exchange and work with two other first grade classes to exchange a Teddy Bear - one to one - so each student brings in a Teddy Bear to mail to exchange with each student in another class. Then we can journal about our Teddy Bear adventures and share stories. Meet on Skype and video conference and share different region / culture information. Also have pix on Voicethread. Students keep the Teddy Bears at the end of the year.Social Studies
Science
- use google earth to see distance between schools.
English / Reading
Writing
Journal writing and video conferencingWikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos

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8/13/2009 21:09:28Global Learning TechnologiesRomualdas StanenasMilwaukee,Wis.rstanenas@yahoo.commobile me, or aimwhs,eduCentralSchool yearMiddle Grade Students (ages 10-13), High School Students (ages 14-18)Nounlimitedreview www.romualdas.com for further details.Entrepreneur developments covering all subject areas focusing on technology, and entrepreneur developments. English,,Computer Technology.Technology, , Communications, Computer.
Website,podcasting,power point,videos,photos,and email.WorldI can review our ESL class to be become involved.
English is the main language in Milwaukee,Wisconsin.
Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, PodcastsDesigning grant and business opportunities to integrate to community and schools.
I would like to get your feedback about my communication website. www.romualdas.com
www.thedirectorscut.ca
www.ted.com
ABC's Shark Tank Entrepreneur Show=USA
CBC's Dragons Den Entrepreneur Show=Canada
www.globalkids.org.
www.edutophia.org
www.romualdas.com website l have designed has all developmental directions and more coming.

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8/18/2009 6:58:34Christine Southard & Lisa ParisiSouth Paris Collaborative Long Island, NY collaborative@herricks.orgSkype - LisaParisi and ChristineSouthard http://herricks.org/webpages/spcollaborative/NY - EST 9/09 - 6/10Middle Grade Students (ages 10-13), High School Students (ages 14-18)Yes1 classAs part of our NYS 5th grade curriculum, we must compare the US to Canada and Latin America. Rather than working independently and researching within the 4 walls of our school, we're interested in working in a collaborative online space with an English speaking class from Canada and another class from Latin America/South America for the 2009-2010 school year. We created a wiki with various projects throughout the year. The wiki is where the three different classes will converge and compare the different parts of our hemisphere and learn a bit about each other in the process. Social Studies/History: Geography, Government, Culture, Economics
ELA - Reading, Writing, Speaking, Listening
Arithmetic
NYS Standards of Geography, Government, Culture, Economics With each unit, students from each class will be responsible for research and presentations and the students will be assessed with corresponding rubrics. Latin America Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, Podcasts, Googlel Docs This project is a year long commitment for the 2009 - 2010 school year. We are excited to begin and to establish a relationship with a Latin American class, because we already have a connection with Jan Smith from Vancouver Island, British Columbia, Canada. We are desperately looking for a Latin American class that speaks English and has access to the internet to become the other participant in our group. Please join us or pass this on. We're looking to start this September.
Our joint e-mail is Collaborative@herricks.org
Twitter: @lparisi @csouthard
http://westernhemisphere.wikispaces.com

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8/23/2009 18:36:52Katherine BolmanKatherine BolmanHonolulu, Hawaiikbolmanahaa@gmail.comkbolmanahaafoundation.orgHawaii2002-presentMiddle Grade Students (ages 10-13)Nonew project I am creating a webpage that can be used for the teaching of art history and can be used by English teachers as and inspiration. ahaafoundation.org is the website. It is in the building phase.

I can create a web page on my page for you if you have a time period that fits with what your students are reading. In a way, I could illustrate a book with advice from you.

To particpate
1. contact me kbolmanahaa@gmail.com
2. choose a micro lesson
3. answer the questions you find on the pages
4. write a short piece answering "what did you learn?"
5. Paint me a picture
The history of art and architecture around the world
I would like each participant to make something after they complete one micro lesson a painting, a sculpture just do something.

I would like each teacher to tell me if the micro lesson added something to their students knowledge base.
Questions are built into each micro lesson
The teacher can assess the quality of the participation in any discussion.
Each student should make something after each micro lesson. The range of possibilities depends upon the age group, the possible materials. The students can write their own story about the work they have just seen, paint a picture or make a pot. If they so something they will have learned something in depth.
I am seeking partners who want to add this information to any level of education. As the ahaafoundation.org site progresses there will be much more help needed. Anyone can jump in now by contacting me.
The project is written in English and starting with Egypt I am adding voice to the written word so it can be used to learn ESL.
Standard web pages, Digital Videos, Digital PhotosThis is being created as an addition to any global education educational resource
ahaafoundation.org

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8/26/2009 13:15:50Global Virtual Classroom contestRonda Zelezny-GreenBoston, MAronda@gsbi.orgwww.virtualclassroom.orgSeptember 2009 - April 2010Middle Grade Students (ages 10-13)No15 students; As many schools as possible can participateMy name is Ronda Zelezny-Green and I am the Director of Global Education Outreach for Give Something Back International Foundation (GSBI).

As part of GSBI, we facilitate a global classroom contest called Global Virtual Classroom where classrooms around the world are joined together to create a website that promotes technology in education, global citizenship, and the merits of teamwork. This contest enables participants to earn cash prizes of up to $3000 for each winning classroom team and is funded in part by AT&T. There is no fee required to participate in the Global Virtual Classroom contest.

Who may participate?:

Primary (Grades 1-7) and Secondary (Grades 8-12, or equivalent) classes and youth groups around the world that have access to the Internet and are able to use the Web and FTP are eligible to apply.

Number and age of students within specified range:

A group must have 15-40 students, between 7 and 18 years old as of September. If more than 40 students would like to participate, please apply as two groups and submit separate applications.

Technical skill requirements:

The teacher in charge must be familiar with HTML authoring and FTP, capable of helping students build web pages with text and graphic links, and of uploading and downloading files via FTP tools. Contact us for more information.

Commitment to the project:

Teacher and students must be willing to make a serious commitment to collaborating with their partner schools for the duration of the project. Our emphasis is on teamwork across cultural and geographic distances, something that is much harder than working together in the same room or even the same country. This year, teachers will be required to sign a “Team Contract” as part of the team registration procedure.
Global cooperation, cross-cultural education exchanges, global citizenship, website development, teamwork, school community development, technology.
Judging Criteria:

Content (25%): To what degree is the website appealing to a worldwide audience? Content is based on interesting and original topics that inform, entertain, explain, share and teach. Judges also look for a reflection of the different cultures or viewpoints. It was important that all materials that are not original have a source and are properly credited.

Presentation (25%): How well is the information presented? How well does it use the Web medium? The presentation of the website is assessed on the navigation and structure, attractive design, and multimedia usage. The technology used on the website must suit all browser types and make information available to people that may not have the necessary hardware or software.

Helping Focus (20%): To what extent does the website help users share cultural differences and/or understand environmental or social responsibilities and/or helps others and/or learn about key topics or issues? The new helping focus criterion was added to encourage students to also demonstrate achievement of a helpful objective such as personal, social and/or environmental responsibility or support for a worthy cause. A helping focus allowed students to share their community experiences through the Global Virtual Classroom and learn about key topics and issues.

Collaboration (30%): How fully did the students participate in the project? How well did they work together to create their website? The participants’ collaboration was judged on the level of participation from each of the three schools on a team. It was important that websites were created collaboratively versus separately constructed and put together.
Any school team from anywhere in the world is eligible to participate in the Global Virtual Classroom contest.Knowledge of basic English is helpful during the course of contest participation.Blogs, Standard web pages, Online whiteboards, Other collaborative documentswww.virtualclassroom.org

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8/26/2009 16:12:16Global Virtual Classroom ProgramsCharles ElseySarasota, Florida USAcharlesGVC@gsbi.orghttp://www.VirtualClassroom.orgUSA Eastern TimeGVC Contest is from October to May each year. GVC Clubhouse is an ongoing project.Middle Grade Students (ages 10-13)NoEach GVC Contest team has 3 schools from different countries and each school can have up to 40 students participating. Schools can also have multiple teams. The GVC Clubhouse can be any size. The Global Virtual Classroom (GVC) is accepting online registrations for the 2009/10 school year. The GVC program is a free online collaborative education program for K-12 students from around the world. There are two different programs offered by GVC:

The "GVC Contest", a multi-national team website design contest with cash prizes presented to the schools of the winning teams. The winning primary & secondary school teams are each awarded $3,000 for first prize, $1,000 for second prize, and $750 for third prize.

The "GVC Classroom", offers a non-competitive opportunity for students to work with student from other countries on a variety of collaborative learning projects. These projects have included: student discussion groups; internet pen pals; language exchanges; a global water quality study; and ESL groups. Find our more about these programs and sign up online at the website: www.VirtualClassroom.org.

This program was originally begun in 1996 as the AT&T Virtual Classroom. Approximately 31,500 students from 52 countries have participated in the programs since its inception.

The GVC Contest is a website design contest and the content of the websites will be determined by the three schools that make up each GVC team. In the GVC Clubhouse, schools can select any topic or project they would like to work on collaboratively with other schools.
Each GVC Contest team must be lead by a teacher or volunteer with enough technical knowledge to be able to design a website and post it on our server using an FTP program. The GVC Clubhouse must be led by a teacher and can be on any topic or project.Students demonstrate what they have learned by the content selection and design of their websites. Our VIP Judges also provide specific feedback to all the finalist and winning teams. Our website also has testimonials from students and teachers that have participate in previous GVC programs.



We need schools from very country in the world. The GVC programs work best when there is as much cultural diversity as possible.
English is the primary language of the GVC Contest. The VIP Judges will evaluate the websites based upon the use of English. However, GVC teams will have the option of being able to convert the websites to other languages as well. The GVC Contest can be in any language.Blogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, Podcasts, Secured Nicenet Chat RoomYou can register for the GVC Contest or GVC Clubhouse online at our website: http://www.VirtualClassroom.org
http://www.VirtualClassroom.org
http://www.GiveSomethingBack.org
http://www.gsbi.org
http://www.nicenet.org

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8/31/2009 17:00:13The Applied History of Art and ArchitectureDr. Katherine BolmanHonolulu, Hawaiikbolmanahaa@gmail.comahaafoundation.ortHawaiiContinousMiddle Grade Students (ages 10-13)NoAs many as are interested This project will work best if there is a teacher involved and it can be an independent project done by one student.
The information is found at ahaafoundation.org
Choose a micro lesson
Read the pages and answer the questions on a separate page which you will email to kbolmanahaa@gmail.com and make a painting that is inspired by the micro lesson. Take a digital photo of your painting and attach it to your email.
The history of art and architecture
This is a course divided into micro lessons
the stardards for art and art history
The assessment will be done by the students teachers
I am seeking teachers around the world as this is a global art history course. I seek input from teachers and would enjoy collaboration so that I can add their ideas to the work that is now on the web page. I have posted "Pages for special requests" . Look there and see what you think about how we can best work together. There are lots of possibilities and I am open to discussion.

no
Standard web pages, Digital Videos, Digital PhotosThe more teachers that join in this project the richer the site will be when others find it. This way we can keep art history in the education system around the world.
ahaafoundation.org

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9/2/2009 18:43:24Perspectives on the American RevolutionDaniel E. Chasedchase@woodbridge.k12.ct.usbrs.k12.ct.usEastern (GMT -5)WheneverMiddle Grade Students (ages 10-13)Yes50 or so
I teach fifth grade social studies, and I would like to find a teacher (and class) in the UK who would like to partner in teaching the American Revolution. I would like to collaborate with the individual (or individuals) using ICT tools such as blogs, wikis, videoconferencing,etc. to have students from either side of "the pond" pair up for various activities.

This project is in its infancy, so very much in draft form.
Social Studies
History
Virtual Communications
21st C. Learning
Writing/LA
Participation, blog writing, collaborative projects

YES! Great Britain

No
Blogs, Wikis, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Podcasts, tba

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9/4/2009ThirdPlaceLearningMara AlagicWichita, KS USA mara.alagic@wichita.eduSkype: maraalagichttp://thirdplacelearning.ning.com/Middle Grade Students (ages 10-13)

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9/4/2009 4:37:21Personal FinanceSheila BeckBoydton, VAsbeck@mcpsweb.orgGooglewww.mcpsweb.orgEST October -December Middle Grade Students (ages 10-13)Yes1-2 schools and classroomsWould like to compare the information and cost of living in this area to other areas in the country.

We start off by researching careers, colleges and then establish a starting salary in the selected career.

Develop a budget based on location and salary. Introduce "Life Events" that must be dealt with and adjust the budget.

Finance
Cost of Living
Issues with economy

Spreadsheets
Writing (create resume)
Presentations - present at end of session their personal financial status
Presentations and spreadsheet data with graphs North America -East Coast
Due to time zones
No Other collaborative documents, Digital PhotosPersonal Finance is a graduation requirement beginning for students entering 9th grade this year in Virginia.

This project was used last year and very successful, but with no collaboration.

Collaboration and discussing with other students in other locations would be new this year.

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9/7/2009 10:06:43Compassion2Action - Global Citizenship Conferenceneil brysonLangely B.C.nbryson@sd35.bc.cawww.lfasbc.com/secondary.htmlPacific standard10/23/2009Middle Grade Students (ages 10-13)Yes300 teachers and studentsFor more information or to register, go to the following website.


compassion2action.wikispaces.org
Human rights/ World poverty/ Peace Activism/ education for Global Citizenship/ ethical food/consumption/
There will be opportunities for high school NGOs working on international projects to meet, share and plan.
Workshops will be evaluated by students and teachers.We would love to connect with other like minded students and teachers interested in building a student/teacher activist network.noWikis, Standard web pages, Social Networks ( i.e. Ning, Facebook), Social Bookmarking ToolsThis will be a unique opportunity on a Province wide Pro D day for student and teachers can come together and begin developing a network for sharing ideas and planning activities around global citizenship.projectkenyasisterschools.org
compassion2action.wikispaces.org

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9/7/2009 12:42:19Creative Pursuits: Integrating Technology into 21st Century ClassroomsLee NelmsMcLean, Virginiacreativepursuits@langleyschool.orgnelmsy1@mac.comwww.langleyschool.org/creativepursuitsESTOctober 8 and October 9Middle Grade Students (ages 10-13)Yes100-200How can 21st century technology tools such as interactive whiteboards, videoconferencing, digital cameras, and blogs enhance the classroom experience for today’s students? Teachers at The Langley School will share their cutting-edge, technology-rich curriculum with fellow educators during a new two-day
technology conference this fall.

Held October 8-9 on Langley’s McLean, VA, campus, “Creative Pursuits: Integrating Technology into 21st Century Classrooms” is an interactive conference for preschool through secondary school educators featuring nearly 30 workshops led by Langley faculty members and outside experts, many of which will be held in the
classroom with Langley students for a truly authentic learning experience. The conference also features a “tech playground” with more than 20 stations which allow attendees to quickly browse various digital tools and a Q&A with a panel of Langley faculty, alumni, and students.

Another highlight of the conference is the two keynote speakers headlining the start of each day. October 8 features Dr. Kathleen King – award-winning author, digital media/instructional technology expert, and co-host of the 5 million listener podcast, “The Teachers’ Podcast” – who will discuss how to prepare teachers to
function inside a brave new world filled with technological possibilities. On October 9, Don McNamee from Kristin School in Auckland, New Zealand, will share his expertise via live videoconference, discussing how new television tools such as Slingbox and Livestation can be put to good educational use.

To register for the conference, please visit www.langleyschool.org/creativepursuits/
Integrating Technology into the Curriculum, , Social Studies, Language Arts, Science, Media Studies, Internet Safety, Life SkillsISTE
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
online evaluation forms for each workshop plus formative assessment will be held during an end of conference Q & A.Yes, we are hoping to include teachers from all over the world.NoBlogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, PodcastsOctober 8 & October 9 - McLean, Virginiawww.langleyschool.org/creativepursuits/

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9/11/2009 22:12:06Schools for PeaceEleanor SchusterSuffern Middle School, Suffern, NY USAeschuster@ramapocentral.orgeleanor.schuster@gmail.comhttp://sc.ramapocentral.org/education/school/school.php?sectionid=7ESTSeptember 21, 2009 and ongoingMiddle Grade Students (ages 10-13)No2+We have created a wiki http://schoolsforpeace.wikispaces.com/ as a meeting place for schools interested in finding partners to collaborate and connect with through videoconferencing, skype, chat or other technologies on The International Day of Peace, September 21, 2009.

We invite you to fill out the schedule of availability found on our wiki and to find a partner school to connect with. We will not be coordinating a multi-point videoconference, but wish to give schools the opportunity to create their own Peace Day celebrations. Please make your own contacts and plans. We hope that you will create a page on this wiki letting us know who you are, your plans, projects, and any resources you may know of.

1) Create a new page for your school.
2) Fill out information on on the 'School' page.
3) Find a buddy school to contact.
4) Use this list of schools to develop relationships for current and future projects based on peacemaking.
5) Email us with any questions or thoughts.

Thank you.

Julia Jaffee, Humanities Teacher
jjaffee@ramapocentral.org
Eleanor Schuster, Library Media Specialist
eschuster@ramapocentral.org
Suffern Middle School
Suffern, NY
http://sc.ramapocentral.org/education/school/school.php?sectionid=7
http://suffernvideoconferencing.org
Humanities - Social Studies and EnglishTo be determinedOur primary language is English, but we welcome all languages and will find ways to communicate and translate.Wikis, Chat (AIM, iChat, Skype), videoconferencinghttp://schoolsforpeace.wikispaces.com/

http://internationaldayofpeace.org/
This web site provides students with a variety of ideas for celebrating International Peace Day. There are several excellent web sites and projects to link to on the site.

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9/12/2009 6:55:22Schools for PeaceEleanor SchusterSuffern, NY, USAeschuster@ramapocentral.orgeleanor.schuster@gmail.comhttp://sc.ramapocentral.org/education/school/school.php?sectionid=7ESTSeptember 21 '09 and ongoingMiddle Grade Students (ages 10-13)No2+We created a wiki as a meeting place for schools interested in finding partners to collaborate and connect with on The International Day of Peace, September 21, 2009.

We invite you to fill out the schedule of availability and to find a partner school to connect with. We will not be coordinating a multi-point videoconference, but wish to give schools the opportunity to create their own Peace Day celebrations. We hope that you will create a school page on this wiki letting us know who you are, your plans, projects, and any resources you may know of.
Julia Jaffee, grade 6 Humanities teacher
Eleanor Schuster, Library Media Specialist

1) Create a new page for your school.
2) Fill out information on on the 'School' page.
3) Find a buddy school to contact.
4) Use this list of schools to develop relationships for current and future projects based on peacemaking.
5) Email us with any questions or thoughts.
Humanities (English and Social Studies)At this point: Through oral presentation during video conferences. Assessment process to be refined.We do not want to limit languages and will find ways to communicate as the opportunities arise.Wikis, Chat (AIM, iChat, Skype), video conferencingOur initial idea was to find a school to connect with on International Peace Day, September 21 2009. We realized, however, that it would be a good opportunity to build an ongoing project based on peace building with other schools. We can use multiple technology tools into the project as it progresses, but at this point just have the wiki and a plan to connect via videoconference. http://schoolsforpeace.wikispaces.com/
http://internationaldayofpeace.org/

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9/13/2009 20:13:36tree huggersdiane darrowtiburon Cadidarrow@earthlink.nethttp://web.me.com/didarrow/Room2/Class_News.htmlpacificseptember 2009 - may 2010Middle Grade Students (ages 10-13)Noat least 1This unit of study is inspired and modeled after the Foss Science "Tree" curriculum. The goal of this on-line collaboration is for students to develop a curiosity and interest of living things in their world and that of others. Students will observe, describe, and compare the properties of trees, their seeds and leaves. They will observe trees throughout the school year and look for changes that come with the changing seasons. We will compare the size color and geometric shape of each trees' leaves. Leaves can sorted and classified. Students will also observe the tree's seeds. The vocabulary associated with the properties and structures of trees and leaves will be learned as well. Students will use digital technology to share their findings to global audience on this blog. The goal is to become more aware of the diversity and variety of trees and leaves across the world and develop a world-wide community of young budding scientists.

Data is collected 3 times a year (fall, winter, spring).
1. In the fall have groups of children adopt a tree on campus that are common to our geographical location
Measure circumference of the tree with a piece of yarn
Gather leaves, seeds, bark samples and twigs from the tree
Have the children create bark rubbings, leaf rubbings

2. Have the students digitally document their findings.
Photograph the tree and it's samples.
Video the students sharing the tree and samples.
Have the students create drawings of the tree.
Share the shape, size, color and texture of the leaves
Share the shape and color of the tree.
Describe the location and habitat of the tree.

3. During winter document and share any changes in the trees appearance.

4. In the spring repeat the same procedure that you did in the Fall. Compare and contrast class observations in the spring to those from the fall. As before, share data digitally with our on-line tree hugging blog.

5. The snail mail sharing of artifacts is allowed and encouraged.

For further background on this unit go to this link
http://www.fossweb.com/modulesK-2/Trees/index.html
living science, environment, botany, geography, habitatsPhysical Sciences

1. Properties of materials can be observed, measured and predicted.a. objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, attraction to magnets, floating and sinking, etc.).

Life Sciences

2. Different types of plants and animals inhabit the Earth.
As a basis for understanding this concept, students know:
a. how to observe and describe similarities and differences in the appearance and behavior of plants and of animals (e.g., seed-bearing plants, birds, fish, insects).
b. stories sometimes give plants and animals attributes they do not really have.
c. how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations.
As a basis for understanding this concept, and to address the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. observe common objects using the five senses.
b. describe the properties of common objects.
c. describe the relative position of objects using one reference (e.g., above or below).
d. compare and sort common objects based on one physical attribute (including color, shape, texture, size, weight).
e. communicate observations orally and in drawings.
students can demonstrate and understanding of this unit through a variety of media and methods fitting to their learning style.
We are looking for the ability to describe the properties of objects and engagement in the global exchange.
Looking for classrooms from all over the worldThe primary language is English but the exchange can be purely visual. Wikis, Digital Videos, Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, Podcasts [1]http://worldtrees.ning.com/profiles/blogs/trees-around-the-world

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9/21/2009 12:39:11Operation Ruby Throat- Citizen ScienceBill Hilton JrCosta Rica, Belize and Guatemalaeducation@hiltonpond.orghttp://www.hiltonpond.org/TropicalTripAnnounceGeneral.htmlSummer 2010Middle Grade Students (ages 10-13)Yes16Each winter since 2004, Bill Hilton Jr.--executive director of Hilton Pond Center for Piedmont Natural History--has offered excursions for teachers and citizen scientists to Guanacaste Province, Costa Rica to observe Ruby-throated Hummingbirds (RTHU) on their wintering grounds collecting data on migration patterns. An internationally recognized hummingbird expert and educator-naturalist, Hilton is the only scientist conducting long-term systematic studies of RTHU in the tropics.

IN 2010 WE WILL AGAIN BE TAKING HUMMINGBIRD EXPEDITIONS TO COSTA RICA AND--FOR THE FIRST TIME--TO GUATEMALA AND BELIZE.

DATES FOR 2010 ARE:
WEEK ONE (Costa Rica): 23-31 January
WEEK TWO (Costa Rica): 2-10 February
WEEK THREE (Guatemala): 13-21 February
WEEK FOUR (Belize): 6-14 March
Geography,
Human Geography,
Biology,
Environmental Science
Science Content C: Interdependence of Organisms
Science Content C: Behavior of Organisms
Science Content A: Science As Inquiry
Geography 4: Physical & Human Characteristics
Geography 8: Characteristics of Earth Ecosystems
http://www.goearthtrek.com/ORT/ORT.html
Alll interpretation of Spanish is provided within each field studyBlogs, Standard web pages, Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, PodcastsThis research originally funded by NSF, is sponsored by the Hilton Center for Piedmont Natural History and is affiliated with The GLOBE program in phenology and EarthTrek: Global Citizen Science Programwww.holbrooktravel.com
www.operationrubythroat.org
http://www.goearthtrek.com/ORT/ORT.html

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9/26/2009 10:06:46Flat Classroom ProjectVicki Davis, Julie LindsayGlobalflatclassroom@gmail.comSkype - coolcatteacherhttp://www.flatclassroomproject.orgWe are multi-countryongoing - Oct-Dec; Jan-March; March - MayMiddle Grade Students (ages 10-13)NoWe size the project as appropriate to the number of classes with no more than 55% USAAll dates and information on application are found here - http://www.flatclassroomproject.org/New+Projects+0910

The Flat Classroom Project is a global collaborative project that joins together middle and senior high school students. external image Friedman_Pic_07.jpg
Co-founded by Vicki Davis (Westwood Schools, USA) and Julie Lindsay(Qatar Academy, Qatar) in 2006, this project traditionally runs in October-December each year. It was featured in Chapter 13 of the latest edition of Thomas Friedman's book, The World is Flat' upon which it was based. (pages 501-503)

The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman.

The Flat Classroom Project 2006 is featured in the 3rd edition of Friedman's book in Chapter 13, 'If it's not happening it's because you're not doing it', page 501-503.

One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.

More information about all Flat Classroom Projects can be found on the main wiki at http://www.flatclassroomproject.org/About
The purpose of the Flat Classroom project is to develop cultural understanding, skills with Web 2.0 and other software, experience in global collaboration and online learning, awareness of what it means to live and work in a flat world, while researching and discussing the ideas developed in Friedman's book.

Topics include:

1. Connecting the world online
2. World Wide Web
3. Workflow software
4. The Changing Shape of Information
5. ......and 7 other 'flatteners' as found in Friedman's book
* Computer Science
* 21st Century Literacy Skills
* Digital Citizenship
* Collaborative Writing (some incorporate into writing courses)
* Authentic Research
* Cultural Literacy (we have had some history courses participate)
* Digital Filmmaking
* Online presentation skills (in live classroom)
Digital citizenship (as required by e-Rate funding)
Writing across the curriculum.
The project has three mandatory components:

1. Writing of a collaborative report using a wiki - Students will edit the wiki and discuss the topic on the discussion tab of the page.
2. Creating Digital Stories as assigned on the project matrix
3. Post Project Reflection - Students will post their reflection on the process to the project Ning.


The project has two optional components:

1. A student audio or video introduction posted on the Ning
2. Student summits held in elluminate hosted by the teacher in their class.


Details about the Mandatory Components
1. Editing and Updating Specifics:

* Students in teams will author an original collaborative document based upon the work. (collaboration)
* Students will provide current information relevant to news in their country on the flattener. (research)
* Students will make the wiki more concise while retaining the meaning of the original author. (editing)
* Footnotes will be added in the wikipedia model of authoring. (references)

Reasons:

* Mass Collaboration - It is essential that students understand mass collaboration and participate in cooperative knowledge building and learning with students around the world as they learn the nuances of overcoming language, geography, time zones, and culture to effectively communicate a common message.
* Symphony - Dan Pink's third sense of the conceptual age - "What's in the greatest demand today isn't analysis but synthesis - seeing the big picture, crossing boundaries, and being able to combine disparate pieces in an arresting new whole." Dan Pink, p 66.
* Meaning - Dan Pink's sixth sense of the conceptual age. We must move past projects that are discarded onto the trash can. Building new meaning on previous student work gives students a sense of contributing to an ongoing body of knowledge and gives meaning.


2. Creating Digital Stories Specifics:
Each student will create a multimedia artifact in their assigned topic. Part of their video should be outsourced from a student in another classroom. (Guidelines are posted on how to do this.)

* Students will create a digital story about their topic.
* Students will be assigned (or select) one each of the following themes: Story, Innovation, Invention and Prediction, and Social Entrepreneurship.


3. Post-Project Reflection
Students and teachers are asked to post their reflections on the project (suggested guidelines will be on the wiki). Students should tag these student_reflection and teachers as teacher_reflection. Experts, judges, and sounding boards are also asked to reflect as well.

These projects attract classrooms from around the world.Typically we communicate in English for the wiki component, however, students are allowed to communicate in native language for introductions and daily communications and encouraged to use web 2 tools to break down barriers.Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, PodcastsPrerequisites
It is recommended that teachers have some experience using Web 2.0 tools in the classroom and have attempted global collaborative projects previously. However, a number of classrooms complete the Flat Classroom Project successfully without these prerequisites. It is important to remember that this project is demanding of time and can be a steep learning curve for both teacher and students. Also remember that it is disappointing for the other classrooms if students are not engaged and do not respond regularly.

This project is more suitable for upper middle school, high school students. The content requires higher order thinking skills and the requirement for mastering Web 2.0 and multimedia tools is demanding.

Hardware/Software Suggestions and Requirements
It is essential that schools joining the project have Web 2.0 tools needed to participate unblocked eg Ning, wikispaces, Google groups. The multimedia artifact, as an individual student requirement, can be a video, a screencast, or other form of multimedia as a communication piece. Cross-platform and cross-curricular participation is possible. This does not have to be an IT-based class project.

Timeline
The project typically runs for about 8-10 weeks. See the 'Timeline' link on the project wiki for more specific details.
http://www.flatclassroomproject.org
(This includes links to past projects and current work.)

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9/26/2009 10:13:51Collaborative Story ProjectKaren DitzlerLewisberry, PA, USAkditzler@wssd.k12.pa.usskype: karenditzler iChat: karenditzlerhttps://kditzlerteacherresourcepage.wikispaces.com/KDitzler%27s+Teacher+Resource+PageEastern Time ZoneRegistration ends Oct. 2 and project runs from October 12-November 27Middle Grade Students (ages 10-13)Noas many as wish to participateThis is a project in which classes are grouped together in order to write a progressive story using a Google Doc. The first class will write the beginning of the story. Then they will pass it on to the next class. They will read what is written and continue the story. It is continued until the last class writes the ending. Each class creates three pictures to illustrate their section of the story. The pictures will be placed into a VoiceThread and students will read the story to go along with the illustrations. http://writeyourstory.wikispaces.com/Reading
Writing (shared writing, editing, etc.)
Collaboration
Standards
NL-ENG.K-12.3 EVALUATION STRATEGIES
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
NL-ENG.K-12.6 APPLYING KNOWLEDGE
NL-ENG.K-12.11 PARTICIPATING IN SOCIETY
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS
NT.K-12.4 TECHNOLOGY COMMUNICATION TOOLS
I will ask for feedback on a Google form at the conclusion of the project in order to make improvements for the next session. Students will be assessed through observation during the shared writing experience. Some teachers may require students to write their own ending of the stories and those written works can be assessed according to the teacher's requirements.We would love to have classes from ALL over the world!Not a requirement.Wikis, Other collaborative documents, Digital PhotosRegistration closes on October 2, 2009.
http://writeyourstory.wikispaces.com/

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9/26/2009 10:16:07Digiteen ProjectVicki Davis, Julie LindsayGlobaldigiteen@gmail.comSkype - coolcatteacherhttp://www.flatclassroomproject.orgAround the world - no specific time zoneSept-Nov; Jan-March; March-JuneMiddle Grade Students (ages 10-13)Nowe size based on projectThe Digiteen Project is a global hands-on project for middle and early high school students which was founded by Julie Lindsay (Qatar Academy, Qatar) and Vicki Davis (Camilla, GA USA) in 2008. This project studies digital citizenship with students researching current topics, writing a collaborative report on a wiki, and performing and documenting offline action educational projects to promote effective digital citizenship at their local schools. Topics of study include digital: access, communications, literacy, security and safety, etiquette, rights and responsibilities, law, health and wellness, and commerce.

The purpose of the project is to educate on and promote effective Digital Citizenship and responsible online choices. The framework of topics for this project is taken from Digital Citizenship in Schools by Mike Ribble and Gerald Bailey (published by ISTE). We recommend that you read this book before starting the project so that you have a good understanding of the nine topics that we use to organize this project. Depending on the size of the group, we study these topics in terms of tweens, teens, and adults. We study these topics by collaboratively researching, writing, and posting our work through two digital portals: the digiteen social network (also called the Ning) and the digiteen wiki . Next, students prepare an Action Project. Finally, students are evaluated by their home teacher.

Our topics include:

1. Access
2. Communication
3. Literacy
4. Security
5. Etiquette
6. Rights and responsibilities
7. Commerce
8. Law
9. Health and wellness


You can find more information on these topics at the Digital Citizenship for Schools website. (See New Teacher Guide - http://docs.google.com/Doc?id=d6ftt7w_2fqd83thq)
1) Writing across the curriculum (collaborative and individual blogging)
2) 21st Century Literacy Skills
3) Digital Citizenship
4) Presentation Skills
5) Project planning and Time Management
Digital citizenship is required as part of e-rate funding in the USA.
Writing
The Digiteen project has three major online locations. As the teacher, you should be present and active in all three of them. You are a guide to your students in helping them understand digital citizenship. Lead and learn by example. These three online locations are:

Digiteen Google Group for teachers only digiteen@googlegroups.com

* This is where teachers get together and discuss the project and it's progress.


Digiteen Ning Social Network- http://digiteen.ning.com

* This is where teachers and students join to collaborate about ideas, discuss project plans, and get to know each other
* Teachers should make a note to their students about appropriate conduct on the Ning. This is an academic resource and should be treated as such. It helps to differentiate between what we do on the Ning and what we do on Facebook (for example).
* It is worthwhile to take some time to read some of the discussion threads from previous projects so that you are familiar with some of the issues and challenges that have arisen in past projects and how they were resolved.


Digiteen Wiki on wikispaces- e.g. http://digiteen2008.wikispaces.com

* This is where students collaboratively post their research and writing on their assigned topics



The action project
The action research project is a school based project in which the Digiteen participants take action to educate the rest of their school community about Digital Citizenship. Make sure to start discussing the Action Research Project at the beginning of the Digiteen Project. In many ways this is the most important component of this project, and it is definitely the easiest to grade. It is easy to get sidetracked by the technical requirements of contributing to the Ning and Wiki and lose sight of goal of raising awareness of Digital Citizenship.
We are global already but always seeking schools from areas which have not participated previously - would love some more schools from South America.Typically the wikis are edited in English although we have native language blogging and communications and empower students to use web 2 tools to break down language barriers with their partners if required.Blogs, Wikis, Social Networks ( i.e. Ning, Facebook), Social Bookmarking ToolsPrerequisites

* Lead teacher must have a Gmail account in order to fully participate in teacher discussions and share documents
* Ideally, the participating class will have already had some introduction to RSS, Wikis, Blogs and Social Networking. Resources to help with this are included at the end of this Teacher Guide.
* Internet access in the classroom for all students. Depending on the school, teachers may need to take their students to a computer lab.
Project Application - http://www.flatclassroomproject.org/New+Projects+0910
New Teacher Guide - http://docs.google.com/Doc?id=d6ftt7w_2fqd83thq
Application form - http://spreadsheets.google.com/viewform?formkey=clVHcFdRdmxuaUhPLU1MWkxwbVBLN3c6MA
Past Projects - http://www.flatclassroomproject.org

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9/26/2009 10:25:09NetGenEd ProjectVicki Davis, Julie LindsayGlobaldigiteen@gmail.comskype - coolcatteacherhttp://netgened.grownupdigital.comglobalMarch - JuneMiddle Grade Students (ages 10-13)Nowe size based upon interest with no more than 55% usa schoolsBased upon the annual Horizon Report, this project incorporates the current research on students, learning, and the newest technology and is announced in January 2010. The 2009 project included interactions with award winning author, Don Tapscott. This is one of the largest projects run by Flat Classroom Projects and run once a year. See - http://netgened.wikispaces.com/ for current information.* Authentic Research
* Writing
* 21st Century Skills
* Digital Filmmaking
*Writing across the curriulumStudent teams and collaboration structure

* There will be SIX teams based on the six trends detailed in the Horizon Report
* Each team will consist of a Project Manager (PM) an Assistant Project Manager (APM) and 8 sub-groups based on the 8 norms of Net Gen (5-8 students in each)
* Each sub-group will create a wiki page
* Each team will create a TEAM wiki page with an overview and current technology sections completed by all.
* The Project Manager and Assistant Project Manager will embed their finished multimedia on this wiki.
* Each individual student will create a multimedia artifact and embed it on the sub-wiki page in the appropriate place.
* Students will discuss using the discussion tab on their wiki (team wiki for overall group topics, sub-wiki for the sub-groups)


Project Manager Job Description

* To take charge of primary editing of the TEAM wiki page that knits the 8 subgroups together for that trend/topic/team
* To make sure that the subgroups contribute content to the each sub-wiki page as well as work on their own sub-page
* To make sure that there are links to the other projects and to facilitate discussions/meetings/conversations within the group as well as give peer feedback to the other teams
* To communicate regularly with the class teachers as to progress and discuss problems and issues as they arise
* To create a personal multimedia artifact based on the team topic that may include some content from the subgroups for that team
* To ensure all work is completed within the essential time frame
* The Assistant Project Manager will support these objectives as well and fill in where the Project Manager is absent.

The first report is to be filled in by March 18th. Please fill in the PM and AM Report

Team Member Job Description

* To collaborate with other member(s) to create a sub-wiki page for the given trend/topic
* To complete a personal multimedia artifact based on the trend/topic and embed this in the wiki
* To follow the given template and the assessment rubrics
* To communicate, interact and complete essential work within the given time frame

1) Wiki (measured by Rubric) 2) Video (measured by rubric) 3) Blog posts - introductions and post-project reflections, 4) Student presentations in Elluminate at the conclusion of project, 5) Virtual world interactions for those schools able to participate.
A variety of students from all continents with progressive teachers.English is primary language although we allow multiple languages on the Ning and in personal communications and encourage the use of web 2 tools to break down language barriers.Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, virtual worldsThe project structure is announced each January.http://netgened.wikispaces.com
http://netgened.grownupdigital.com
http://www.flatclassroomproject.org

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9/29/2009 20:08:48Where in the US?Diane ThomsonPennsylvaniadianet@cciu.orgSkype: Diane Thomsonwww.pdewebinars.orgEasternongoing projectMiddle Grade Students (ages 10-13)Yes28 schoolsThis project is designed for 5th and 6th grade students studying US geography and history. Using Elluminate, students are able to meet other students while learning about different parts of the US! Prior to the webinar each classroom will create a presentation with clues about their state. The other classrooms, using maps, the Internet, textbooks, and other resources, will try to discover the location of each participating classroom.Geography and HistoryGeography


7.1.6 – Describe geographic tools and their uses, including: geographic representations to display spatial information and basic spatial elements for depicting the patterns of physical and human features.

7.1.6.B – Describe and locate places and regions.

7.2.6.A – Describe the physical characteristics of places and regions.

7.3.6.A – Describe the human characteristics of places and regions by their population characteristics.

7.3.6.C¬ – Describe the human characteristics of places and regions by their settlement characteristics.

Reading, Writing, Listening, Speaking
Pennsylvania’s public schools shall teach, challenge, and support every student to realize his or her maximum potential and to acquire the skills and knowledge needed to:

1.1.5.A – Select texts for a particular purpose using the format of the text as a guide.

1.2.5.A – Read and understand essential content of informational texts and documents in all academic areas.

1.2.5.B – Use and understand a variety of media and evaluate the quality of material produced, including: use a variety of media for research and use established criteria to design and develop a media project for a targeted audience.

1.6.5.A – Listen to others, including: ask pertinent questions, distinguish relevant information and take notes when prompted.

1.6.5.C – Speak using skills appropriate to formal speech situations, including: use complete sentences, use appropriate volume, pace speech so that it is understandable, adjust content for different audiences and speak with a purpose in mind.

1.6.5.D – Contribute to discussions, including: ask relevant questions, respond with relevant information, listen to and acknowledge the contributions of others and give reasons for opinions.

1.6.5.E – Participate in small and large group discussions and presentations.

1.6.8.C - Speak using skills appropriate to formal speech situations: use complete sentences, pronounce words correctly, adjust volume.

1.8.5.B – Locate information using appropriate sources and strategies, including: evaluate the usefulness and qualities of the sources, select appropriate resources, use tables of contents, indices, cross-references and appendices and use traditional and electronic sources.

1.8.8.B - Locate information using appropriate sources and strategies. Determine valid resources for researching the topic, including primary and secondary sources. Evaluate the importance and quality of the sources. Use traditional and electronic search tools.

National Educational Technology Standards for Students (NETS*S)

2. - Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

d. Contribute to project teams to produce original works or solve problems.

3. - Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

a. Plan strategies to guide inquiry.
d. Process data and report results.

4. - Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

a. Identify and define authentic problems and significant questions for investigation.
c. Use multiple processes and diverse perspectives to explore alternative solutions.



Through the webinar presentation to the other classrooms.We are seeking 5th & 6th grade classrooms in the US.noDigital Videos, Online whiteboards, Other collaborative documents, Digital Photos, web conferencingwww.pdewebinars.org

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10/3/2009 17:02:37A Moroccan cookbooksaidani miloudiMoroccosimiloudaniv@gmail.commiloud...casablanca2010 deadlineMiddle Grade Students (ages 10-13)Yesmany schools and studentsThe cookbook displays the different kinds of Moroccan coscous and tajine dishes in different areas of the country.There is the Fasi, the Merrakchi,Soussi,Sahraoui dish.(either coscous or tajine)The veriety of meals in Moroccan areas.Coscous.TajineStudents will woek in groups so as to show the recipies and carry on to prepare the dish.France
Italy
USA
SUDAN
IRAN
SAUDI ARABIA
MAURITANIA
SENEGAL
RUSSIA
The lge of the above countriesBlogs, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Online whiteboards, Other collaborative documents, Digital Photos, ads.The project will end up into a book/cookbook which needs advertising and publication as well.google research urls.

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10/17/2009 14:54:52GPS TravelAnn OroNew Jersey, USAaoro [at] comcast [dot] netTwitter/Skype/Plurk: njtechteacherhttp://www.stmichaelscranford.com/school/home.htmEastern Standard Time - GMT -5OngoingMiddle Grade Students (ages 10-13)No3-50Students will research topics related to GPS such as longitude and latitude; they will describe their GPS unit(s); they will describe their geocaching experience. Classrooms can participate by sharing a geocache location to which other classrooms can send a trackable item. The trackable item can be sent back to the originating classroom. More information here: http://njtechteacher.blogspot.com/2009/10/gps-travel.html
Geography, ematicsThe students will demonstrate their learning by sharing what they learned through a creative drawing, poem, podcast, or other item embedded in a wiki.No. Everyone is welcome to join us.No.Wikis, GPS units; trackable items; other technology students choose to represent their workPlease register your class by using the "Register your class" link on the wiki. Feel free to email with questions.Project description: http://njtechteacher.blogspot.com/2009/10/gps-travel.html
Project wiki: http://gpstravel.wikispaces.com/2009classrooms

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10/20/2009 11:23:58This I BelieveAnne SmithColoradoasmith@lps.k12.co.usTwitter- anneksmithhttp://arapahoe.littletonpublicschools.netMSTOngoingMiddle Grade Students (ages 10-13)NoAs many as willingWe are approaching that time of year, when I am going to start the kids on this writing adventure, but this year I wanted to invite you in the blog-o-sphere to join us again. I want “This I Believe” to go global. I want my students to benefit not only from knowing what their peers believe, or what the other AHS classes believe, but to hear and see what the world values. What do kids elsewhere in the U.S. believe in? What do kids elsewhere in the world believe in? What do some of the learned professionals that I know believe in? I want my students to walk away from this experience realizing the power they have as professional writers as well as connecting to other teenagers and adults from around the world. I want to see them exchange ideas, foster relationships, and appreciate the variety of perspectives. Maybe you can challenge your principal, your school board members, your local politicians, heck, maybe your entire school. Maybe we can even get our President to write his own “This I Believe.”

So, how do we accomplish this? Karl Fisch, of course, is willing to be my master facilitator. He has set up a wiki (still a work in progress) that will provide the guidelines for the classes to follow. I am making Maura Moritz’s classes join us again, so there will be four classes (ninth grade, 14 and 15 years old) from AHS writing and podcasting their essays: Moritz 3, Moritz 4, Smith 2, and Smith 5. We are hoping to attract at least three other classes from around the world, one each to pair up with each of our four classes. If we get more than four classes that are interested, then we will try to pair up any additional classes with another class somewhere in the world. If your class(es) are interested, please complete this Google Form with some basic information (your name, your email address, school name, location, grade level(s)/ages, how many classes, number of students in each class, and time frame that you’d like to do this) so we can setup those partnerships. (Our thinking is that pairing one class with one class will keep this from becoming too overwhelming for the students, although of course anyone can read/listen/comment to any of the essays on any of the wiki pages).We will create a wiki page for each set of paired classes and each student will upload their written essay as well as their podcast (the podcast can either be uploaded directly to the wiki, or you can use a variety of other services for that and then link to them). Each pair of classes will be in charge of their own wiki page and we’ll use the discussion tabs on each page to give feedback to the students. If you are an adult interested in writing a piece yourself, simply add them to the “adults” page on the wiki. I am hoping to get some notable edubloggers as well as my superintendent, CIO, and others to participate. It would also be helpful to include a brief bio so the kids can know who they are reading about.Obviously you don’t have to do this with us or on our wiki, you can create your own. But we thought it might be interesting and helpful to have one wiki that aggregated all these essays/podcasts, one place that students (and others) could visit to learn about beliefs all over the world.

All areas depending on belief.We have the students respond to one anothers' statements. Students and teacher self evaluate as well.Blogs, Wikis, Podcastshttp://learningandlaptops.blogspot.com/2009/10/this-i-believe-goes-global-we-want-you.htmlhttp://learningandlaptops.blogspot.com/2009/10/this-i-believe-goes-global-we-want-you.html

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10/28/2009 8:35:24States ProjectKathleen CousinsMemphis, TNkcousins@stmarysschool.orgkcousins4http://www.stmarysschool.orgcentralOngoingMiddle Grade Students (ages 10-13)Nono limitIn Memphis, TN our fourth grade students (ages 9-10) study regions of the United States and individually create a project about a specific state. We would like to develop a wiki that encompasses teachers from the different states as well as some email or Skype pals for our students to correspond with about the fifty states. The wiki would guide us in activities that we can do to help us understand what it's like to live in another state. These are the topics that we cover in fourth grade: 1) Location 2) Climate 3) Physical Features 4)Unique Attributes: 5) Natural Resources 6) Economy. We would also like to blog on current issues such as the environment, recycling, language studies, etc.Social Studies
Geography
Current Events
Map Skills
Languages
Rubrics and contributions to a wiki.Regions of the USEnglishBlogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts

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11/17/2009 11:22:04Business IssuesMunca DanielaMoldovadanielamunca@gmail.comhttp://dvmuncaasem.blogspot.com/ongoingMiddle Grade Students (ages 10-13)No2/3/2009Students studying Business are welcome to create Voicethread Projects on various topics and exchange voice and text comments using an online collaborative space, which is our blog: http://dvmuncaasem.blogspot.com/ Business, banking and financeThe students will be evaluated according to a rubric which includes:
- originality
- research skills
- language skills
- creativity
USA and UK would be perfect partners, but any intermediate to advanced EFL/ESL students are more than welcome to participate. English onlyBlogs, Digital Videos, Social Networks ( i.e. Ning, Facebook), Digital Photoshttp://dvmuncaasem.blogspot.com/search?q=voicethread

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11/23/2009 14:42:00Paint the World with LightMatt CauthronPalm Springs, Californiamcauthron@psusd.usSkype: mcauthron / iChat:mcauthron@mac.comwww.digitalartstechacademy.usPacific Standard11/2009 to 02/2010K-6NoOne from each countryA photograph will take a picture of the world as it is at one moment in time; but there is much that we don’t see.

What defines where you live?
What is your home town known for?

Light reveals that which is hidden.
Reveal the magic of where you live.

Paint the World with Light is a collaborative project for high school students. The lesson is deliberately open to interpretation and variation to accommodate various photography curriculums.
Photography, digital arts, artCompleted work will be submitted to the project community for feedback as a web gallery. Selected pieces will be chosen for print and books will be available through Blurb. Various embeddable and printable collections will be available for participants to organize and distribute online.Would love to have all parts of the world represented. Especially interested in collaborating with Australia and New Zealand.Website is in English. If chosen for print, we would request information written about participants in English. Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, Polls, online printingIf interested, please make sure to join us in the Light Painters of the World group on the Art Education 2.0 Ning- http://arted20.ning.com/group/lightpaintersoftheworldhttp://carrotrevolution.com/lightpainting/

http://thestudentcreative.wikispaces.com/

http://arted20.ning.com/group/lightpaintersoftheworld

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11/28/2009 16:51:51Second Grade Endangered Animals WikiMo GreulichAustin, TXmgreulichhttp://bce.eanesisd.netUS Central TimeongoingHigh School Students (ages 14-18), tourism institutesNoAnyone willingWe found that there were no good websites on Endangered Animals at a second grade level, so we have decided to make one. We hope that you will add to the Wiki and also use it as a place to research Endangered Animals.

http://secondanimals.pbworks.com/

Social Studies
Science
Language Arts
A rubric to be created and added to the Wiki soon that will give students and teachers an idea of how to write a good article.AnywhereEnglishWikisWe hope you will join us.

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12/8/2009 13:43:44The Shortie AwardsPreeti Balakrishnanpbalakrishnan@mhznetworks.orgwww.shortie.org/festival4/9/2010High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, Interested members of public, carers, adult learnersNoAs many as possibleThe 9th Annual Shortie Awards: International Film & News Festival is looking for entries. The festival has various categories (based on age and film topic). We even have a teacher category! Entries are due April, 9 2010.media, international educationThe rubric on which we base the films is posted on our website. Each film will receive feedback from our judges.

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12/30/2009 4:01:342010 Winter Olympics Online ProjectNicole C.Vancouver, Canadanchatz@talmudtorah.comhttp://sites.google.com/a/vttschool.ca/vtt1/HomeJan. 25 - March 22, 2010High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, Independent Secondary and HomeschoolersNoAs many as possible!1. Choose one or more of three ideas listed on the project website.
2. Register to participate.
3. Complete the project with your elementary students and post it online in the form of a wiki, blog, powerpoint, mp3, etc. depending on which idea you chose to complete.
4. Send the project link to the Project Lead by March 22 for posting in the Gallery.
5. Complete the feedback survey sent via email.
Social Studies
Language Arts
All projects will be posted in Gallery section of the project website.This project is open to classrooms worldwide.Unfortunately, we can only support English-language speakers.Blogs, Wikis, Standard web pages, Digital Videos, Other collaborative documents, Digital Photos, Internet ApplicationsPlease register by Jan. 25 by filling out the form in the Registration section of the project website.

Thanks for participating. If you have any questions, feel free to contact me :)
http://sites.google.com/site/misschatz/

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1/2/2010 23:29:23Immigration a World PerspectiveDayna LaurPennsylvania, USAdlaur@cysd.k12.pa.usSkype or Google Chat - daynalaurhttp://www.cysd.k12.pa.us/ESTStarting mid- January 2010 and lasting approximately 3 weeks. High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, educators - expert advisors and judgesNoAs many as wish to participateMy 11th grade American history students will be studying patterns of immigration to the United States throughout the 20th Century to the present. I would like to partner with schools from other countries that have a significant population that has immigrated to the U.S. Products will include a discussion board via a Ning and a collaborative book written on immigration. Any country will be accepted. Immigration and cultureRubrics have been created for each phase of the project. Any country will be accepted. English is necessary. Blogs, Wikis, Social Networks ( i.e. Ning, Facebook), Other collaborative documents

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1/19/2010 11:29:06Environmental ScienceCarolyn Foote/Bob MurphyAustin, Txcfoote@eanesisd.netwww.whschaps.comCSTongoingHigh School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsNo5Our Environmental Science teacher is looking for students around the globe to work with his environmental science AP students to raise their awareness of environmental issues in other countries.Science; Environmental ScienceThe details have yet to be determined, as it will be a collaborative effort.Wikis, Digital Videos, Digital Photos

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1/28/2010 13:29:5820th Century Middle East HistoryWally Levis & Harrison HowardNew York Citywlevis@ecfs.orgwww.ecfs.orgEST, United StatesOngoingHigh School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsYes15-30My name is Wally Levis. I work at the Ethical Culture Fieldston School in New York City. A history teacher here is interested in collaborating with a high school or college class studying 20th Century Middle East History, as well as Pakistan and Afghanistan. The format of the collaboration could be flexible; the goal is to have students exchanging views on historical questions such the break-up of the Ottoman Empire, the formation of the mandates, the independence movements, Arab nationalism, and other questions.

Please be in touch. Thanks.

Walter Levis
20th Century Middle East History, as well as Pakistan and Afghanistan. The format of the collaboration could be flexible; the goal is to have students exchanging views on historical questions such the break-up of the Ottoman Empire, the formation of the mandates, the independence movements, Arab nationalism, and other questions.

This could also be limited to more current events, if that would make getting started easier.
Standards are flexible.Assessment is flexible.Egypt, Syria, Lebanon, Jordan, Israel, Saudi Arabia, Iraq, Iran, Turkey, United Arab, Yeman, Emirate, Pakistan, Afghanistan, Turkmenistan, Uzbekistan.The teacher here speaks only English or French.Blogs, Wikis, Standard web pages, Other collaborative documents

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1/29/2010 11:55:43Mustaard Seed pen Pal programGail CavanaughPortsmouth, Rhode islandcavbusisolutions@gmail.comgail.cavanaugh@yahoo.comhttp://www.gelise1.media.officelive.com/News.aspxESTongoing (Sept.- June)High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsNo25 students minimumThe project is a pen pal program where students share their photos, letters, poems, and short stories. To begin, I would need a list of students names and ages to match them with students in the U.S.

Teachers would read the guidelines and work with their students to adhere to them. Teachers would mail the letters directly to the schools in the U.S. U.S. students would follow-up letters. There will be a website where students can upload their art for an art exhibition at end of school year.
Teachers could teach lessons on poetry, short stories, and nursery rhymes and their origins.Students would demonstrate what they learned through the evidence of the improvement in their writing skills and the ability to keep the relationship open with their pen pal, as demonstrated by the regular receipt of letters, art, stories or poems from pen pals.Kitale, Kenya - orphanages and schoolsStudents must be able to read, write, and understand English.Standard web pages, Chat (AIM, iChat, Skype), Digital PhotosThe program can operate without student access to computers, although, my experience has been that U.S. students desire to chat online with the students from Kenya.http://www.gelise1.media.offivelive.com/Nesw.aspx

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2/14/2010 16:49:40Virtual SymposiumDr. Rebecca Clotheyvirtualrac52@drexel.eduhttp://www.drexel.edu/soeESTMarch 1-25, 2010High School Students (ages 14-18), College/University Undergraduate StudentsNoN/AThis project is an international virtual symposium on the topic of expanding equity and access to education through technology. There will be a series of presenters from around the world working on various education projects, including professionals from Austria, Germany, China, and the US. The symposium will include a combination of live online (synchronous) presentations and panel discussions, as well as on-demand (pre-recorded) presentations. Participation is free. Registration is available at http://www.global-symposium.comProfessional development, training, technology use, equity and access, and cross-cultural collaboration.Participants will be surveyed after the event to ascertain whether they found the content beneficial. The presentations will all be conducted in English.Blogs, Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Other collaborative documentshttp://www.global-symposium.com

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3/1/2010 10:50:34"What's Going On?" PSAsRonda HassigHarmony Middle Schoolrhassig@bluevalleyk12.orghttp://www.bluevalleyk12.org/hmsCentralApril - May 2010High School Students (ages 14-18), College/University Undergraduate StudentsNoDepends on how many students choose these topics.Students choose a topic from United Nations movies "What's Going On?" including Girl's Ed in India, Child Refugees in Tanzania, Child Labor in Brazil, Indigenous Children in Australia, and Poverty in America. They research the topic individually using different sources. After the research they create a PSA (Public Service Announcement) about their topic. They will use Movie Maker to create their PSA. The PSA must include credits and a valid solution to the problem. We need real sources to Skype with or blog with that we can ask questions that don't get answered in our print and internet sources. Last year we Skyped with Peter Eichenstadt, author of "First The Kill Your Family." 26 students got to talk to him!Communication Arts and Reading
Social Studies
Information Literacy
Library Media Skills Objectives: Standards for the 21st Century Learner:
Standard 1: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge.
Standard 2: Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge.
Standard 3: Learners use skills, resources, and tools to share knowledge and participate ethically and
productively as members of our democratic society.
Standard 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth.

Curriculum (Reading) Objectives: Kansas State Standards:
Standard 1: The student reads and comprehends text across the curriculum.

Curriculum (Writing) Objectives: Kansas State Standards:
Standard 1: The student writes effectively for a variety of audiences, purposes, and contexts.
Benchmark 2: The student writes expository text using the writing process.
Benchmark 4: The student writes persuasive test using the writing process.
\
Students will be assessed for their research and use of Cornell Note-taking, ethical use of resources through a bibliography, and use of Movie Maker for their PSAs. We have a rubric. Students will demonstrate what they have learned through the creation of a PSA.India
Australia
Mongolia
Tanzania or other areas where there are refugees
Northern Ireland
We would need to speak with someone that spoke English. This project involves 6th graders.Blogs, Standard web pages, Chat (AIM, iChat, Skype)This project takes approximately 6 weeks. Students learn how to use on-line periodicals like SIRS and EBSCO, how to find and use reliable internet sites, how to create a bibliography, and how to work in a group while creating their Movie Maker PSA. http://www.un.org/works/
Harmony Middle School Library Web Site @ http://www.bluevalleyk12.org/hms

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3/4/2010 13:56:34BicentenarioWalter Agudelo MarinEnvigado, Antioquia Colombiaproyectosmmv@hotmail.comwaltermmvhttp://colegiomanuelmejiavallejo.blogspot.comBogotà ColombiaMarzo a diciembreHigh School Students (ages 14-18), College/University Undergraduate StudentsYes3 o 4Con motivo del Bicentenario Colombiano, se han recopilado una serie de actividades relacionadas con este acontecimiento. Asì como otros paises altinoamericanos el bicentenario se celebra este año 2010. Son doscientos años de historia que nos recuerdan eventos històricos trascendentales para todos.
http://profesorescmmv.ninehub.com (bicentenario colombiano 1810-2010)
Walter Agudelo Marin
Esp. en educaciòn mediada por TIC
proyectosmmv@hotmail.com
ciencias sociales, tecnologìa, informàtica, ciencias naturales, religiòn, convivencia, ciudadana, artìstica, lengua castellanaEnvigado, Antioquia, Colombia, Sur Amèrica.
Colegio Manuel Mejia Vallejo, calle 36 sur 25-20 Loma del chocho
Utilizando la plataforma moodle, lugar en donde se encuentra alojado los proyectos. Utilizando las diferentes herramientas de navegaciòn en el ambiente virtual de aprendizaje. Determinando claramente las actividades y interacciòn en el espacio virtual. Socializaciòn y comunicaciòn a travès de los foros.Se estàn buscando interesado en el proyecto. En este caso, primero que todo en nuestro paìs.No es necesario una segunda lengua, pero si se trata de involucrar una, no serìa mala idea.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, Podcasts, animaciones virtualesDentro de la plataforma se encuentran otros proyectos de interès escolar en la cual se puede interactuar con estudiantes de otras latitudes.http://colegiomanuelmejiavallejo.blogspot.com
hppt://profesorescmmv.ninehub.com

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3/19/2010 0:03:03Virtual Walk along a Mexican BeachMark MorelliGuaymas, Sonora, Mexicoinfo@oceancamp.netwww.oceancamp.netMST ongoingHigh School Students (ages 14-18)Yes10 +/-We are in rural Northern Mexico. We have intelligent English and Spanish speaking students who are studying sustainable water, food and energy production. We offer a free a tour of our tide pools as we live directly on the shores of the Sea of Cortes. We are looking for creative feedback from English speaking students grades 6 - 12 who are interested in marine biology and sustainable water, food and energy production. We are a Mexican NGO with over a thousand students in several public and private schools. See our profile here and visit www.oceancamp.net for more.
English and Spanish (Latin) spoken. Looking for live, real time communication via iChat, or Skype.
Marine biology and sustainable water, food and energy production. Cultural exchange. Science/ projects. Professional panel review. Peer review by students and teachers. Audio and video production for release to local media. Writing reviewed by retired journalists and educators.English and Spanish language preferred. Not concerned about location.English and Spanish (Latin America) language preferred.Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, PodcastsWe prefer live iChat classroom to classroom studies and interaction. Topics in science, social studies, language, music and arts as they relate to communication of cultural and social issues.www.oceancamp.net
www.oceancamp.org

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3/27/2010 11:11:05worldview eyelemicaJohn BennettPalo Alto, CAeyelemics@gmail.comBennett JohnLytton GardensPacificongoingHigh School Students (ages 14-18)Noall welcomeRead my website: longhighsurvival.orgWorldview Eyelemica is a "theory of everything" in terms of modes and changes of energy sensu latissimo, based on modern science and Ostwald's Law, that everything from matter to mind is energy, a "sublime clay" that is and does everything. It provides a basis understandable to intelligent youth for a sound general education, and for the restoral of the University from the Multiversity, ultimately even for intelligent planetary management. None that I know of.By way of sensible and responsible behavior at all stages of life. Worldview Eyelemica entails a global mindshift as fundamental as the Copernican Revolution.All areas.Ultimately every language: the aim is global general education, in fundamental Truth as defined by Georg Lichtenberg, a favorite of Einstein: Truth is the asymptote of learning (Wissenschaft).Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, bookslonghighsurvival.org

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3/31/2010 19:47:39Lighting the WayValerie BeckerMartha's Vineyard, MAvbecker@mvyps.orgskype: valerie_beckerhttp://www.wtisburyschool.org/ESTApril-MayHigh School Students (ages 14-18)Noone from each continent would be greatsee: http://lightingtheway.pbworks.com/Lighthouse-Activityalllearning artifacts
love schools from every continentNo, since we are young, native languages will be usedWikisThe type of technology used will depend on our partners. For example, we have a partner in Wales who cannot use videoconferencing because it is blocked. We have posted videos, but some partner schools do not have this capability, but VoiceThread is an option. We have suggested a variety of free tools on the wiki.
http://lightingtheway.pbworks.com/Tools-to-use-with-elementary-students
http://lightingtheway.pbworks.com/

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4/8/2010 10:33:42Alex's Virtual Lemonade StandHeather Weisse WalshPhiladelphia, PA, USAhweisse@magpi.netSkype: hlweissewww.magpi.netEDTApril 30, 2010 - May 14, 2010High School Students (ages 14-18)NoUnlimitedOnline Registration Open
Now through April 15, 2010

Make a Difference Commercials Due
April 28, 2010*

Videoconference Testing: April 19 - 23, 2010

Kick-Off Virtual Pep Rally
April 30, 2010 from 11:00 AM EDT - 12:00 PM EDT via videoconference

Lemonade Stand Projects: April 30 - May 13, 2010

Poster Competition Entries Due: May 7, 2010*

Wrap-Up Celebration Videoconference:
May 14, 2010 from 11:00 AM EDT - 12:00 PM EDT via videoconference

(*denotes optional participation!)

When life gives you lemons... make lemonade! Inspired by the journey of Philadelphia-area hero Alex Scott, the Alex's Virtual Lemonade Stand Project celebrates the idea that just one kid can make a difference. Join schools from around the world to raise awareness and money for pediatric cancer research, all while participating in standards-based projects that make the process both inspiring and fun. It's all about kids helping kids - - and we want you to get involved!

As part of this two week program, each participating school will hold their own lemonade stands to help raise funds for pediatric cancer. Schools can hold one big lemonade stand day or a series of lemonade stand events throughout the two weeks. They will be able to communicate and interact with one another through a project blog, student-created videos, poster contest and special videoconference events!
Community Service, Communications, Technology, , English/Reading/WritingAssessment is up to each individual teacher.Anywhere!The videoconferences will be conducted in English.Blogs, Digital Videos, Digital Photos, H.323 Videoconferencinghttp://www.magpi.net/Community/Programs/Alexs-Virtual-Lemonade-Stand
http://alexslemondrop.blogspot.com/

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4/17/2010 14:53:11Global Nomads IncorporatedPeter Jones & Michele VelthuizenThe Netherlandsmvelthuizen@ash.nliChat: mvelthuizenhttp://www.ash.nl(CET) GMT + 2April 14 - May 26, 2010High School Students (ages 14-18)NoAs many as possible. We have approx. 90 students doing this projectGlobal Nomads Inc. (GNI) is an imaginary relocation specialist company. During this project the 7th graders become imaginary employees for GNI, specializing in a specific country in order to help a family move to the region. The main part of the project entails researching their focus nations. We are eager to find students or teachers currently living in North Africa, the Middle East, or Central Asia who would be willing to Skype with our students and share their experiences as an expat. Social Studies
Information Literacy
Technology
AASL 21st Century Information Literacy Scavenger Hunt (Sections 1 - 6) about country
All sources cited accurately in Noodle Tools
Class participation
Observation
Presentation with "clients" (adults) on May 25 and 26 - clients evaluate students at end of presentation
Yes, the Middle East, Central Asia, and North AfricaOnly EnglishChat (AIM, iChat, Skype)http://www.euromoodle.org/ash/course/view.php?id=96

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4/19/2010 22:55:17Worldview eyelemicaJohn BennettPalo Alto, CAeyelemics@gmail.com. www.Lytton Gardens.orgPacificongoingHigh School Students (ages 14-18)Noall welcomeBackground for Worldview Eyelemica is outlined in website longhighsurvival.org. Based on philosophy of Energetic Monism, broached in 1890s, renovated here. Treats everything from matter to mind in terms of modes and changes of energy sensu latissimo. Broad science background advantageous; minimal required (treatment is thansematical rather than unematical: understandable to intelligent children). Deals with things every world-citizen should know, from galaxies to DNA, from sensations to high consciousness.In some African schools, every student has a crankup laptop computer. When this is true everywhere, this question can be better dealt with. What they write will count heavily, but there are many other ways to show an understanding of modes and changes of energy, some to be discovered and explored.All parts, all ethnics, all interested people.Beginning with a curriculum in English, translations into other major languages should follow, perhaps with trickledown to many minor languages, in order to reach youth the whole world over. Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, booksThe website longhighsurvival.org indicates the bearing of education in worldview eyelemica on the great problem of changing the world from madhouse to enduring high civilization.Possibly eric chaisson@tufts.edu, ewilson@eob.harvard.edu, bswimme@ciis.edu info@barbaramaarxhubbard.com, global mindshift.com, jaque fresco's Venus Project, peter joseph's Zeitgeist Movement spinoff thereof, . . .

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5/7/2010 19:29:02Snack AttackElizabeth MonacelliSan Diego, Californiacreategreathealth@mail.comIP or Skypewww.creategreathealth.comPSTongoing High School Students (ages 14-18)No5-40 students per presentationStudents will learn how to cook heart-healthy snacks. They have the option of view only or hands-on cooking session. For the hands-on session, I usually recommend the teachers help students cut up the fruit and vegetables prior to the presentation.
Students will learn about what a stroke and a heart attack is. They will also learn about fiber and how to combine certain foods to create a complete protein.

Students will learn why it is so important to stay away from junk food and how it impedes heart health.
Teachers can ask students to make a chart to follow up on their daily snacking habits.I am seeking worldwide partners.EnglishChat (AIM, iChat, Skype), IP address Polycom, Tandberg

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5/17/2010 10:22:30Cultural GeographySteve DoliberHingham, MA USAsdoliber@ssec.orgwww.ssec.orgEST9/6/2010High School Students (ages 14-18)Noas many as possibleTo learn about the cultural differences around the world through "simulcast", emails, instant messaging and other forms of communication. This is very much in the planning stage and I would love some assistance in developing this further.world geography, cultural anthropologyDemonstrated understanding of cultural variation as well as a general knowledge of geography. Assessment will include map tests, essays, and communication samplesAnywhere we can connectNo, we can use online translations when necessaryWikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook)

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6/8/2010 19:34:57worldview eyelemicaJohn BennettPalo Alto, CAeyelemics@gmail.com. www.Lytton Gardens.orgPacificongoing.High School Students (ages 14-18)NoI work alone so farSee my website, longhighsurvival.org. It will soon be revised and supplemented, but there is enough on it to tell where I am coming from.Energetics, open system thermodynamics, bioevolution, consilience (unification of knowledge), application to planetary management, education for enduring high global civiliztion.Appreciation of scientific truth.By telling us. Their teachers must learn first. Workup of a curriculum may involve many hands. DVD courses from the Teaching Co. stand to be valuable and helpful.I am aiming at global general education. Collaboration with sympathetic partners from anywhere and everywhere would help a lot.It has to start with English. When a worthy curriculum is launched, translation into as many other languages as possible should follow.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, booksThe Powers that Be, political, corporate, intellectual, are likely to ignore, even stonewall this effort to change the planet from a madhouse battlefield into a peaceful "garden" sustaining a global civilization devoted to the perpetuation and advance of high consciousness, something no other species can do but our own, so far as we know. They must be reckoned with.

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6/26/2010 16:46:38FACE IT- TRACE IT- ERASE ITJack StrelecColorado Springs/The Worldstreljg@d11.orgwww.gceafghanistan.ning.com http://gceafghanistan.ning.com/forum/topics/topics-for-face-it-trace-itGMT -7July 1, 2010 till MAy 26, 2011High School Students (ages 14-18)NoNo LimitFACE IT – TRACE IT – ERASE IT Project
The purpose of this project is to pick one topic from the list of “Issues facing the World” inventory.
1. Pick a topic
2. Your teacher will be your helper
3. You will be connected to students in other countries that picked the same topic.
4. FACE IT: You and your team mates will use technology to create files that define your ISSUE and describe it so everyone understands what the issue is
5. TRACE IT: You and your teammates will send files back and forth to each other, using whatever method works the best, and you will research the ISSUE using the Internet. You will create graphs, charts, PowerPoint, and any other methods necessary to trace the history of this issue. You will tell us where it exists today and you will prove that you are knowledgeable about the topic by using whatever means possible. There are no limits.
6. ERASE IT: You and your team will come up with at least 1 solution to the problem. You will reveal this solution using digital video if possible. We would like you to put this solution on YOUTUBE.
7. Technical help will be provided by me and my assistants. We will answer any questions and guide you through this project. You will never be alone.

Issues Facing the World Today
1. Governments corruption
2. Destruction of the environment/ climate change
3. Human rights/ inequality
4. Overpopulation
5. Global Warming
6. Poverty/hunger/homelessness
7. Terrorism
8. Management of Natural Resources
9. Violence/crime
10. Immorality/Ethics/Morals/Dishonesty
11. Permissiveness in society
12. Divorce and the breakdown of the family
13. Overconsumption
14. War/Terrorism
15. Greed
16. Human Trafficking
17. Child Abuse/Child Labor
18. Pollution/air/water/etc.
19. World Economic Collapse
20. Middle East (Israel/Palestine) Gaza
21. Iran and nuclear power
22. Darfur
23. Alternative Energy
24. Animal/Plant extinction
25. Disease
26. AIDS
27. North Korea as a rogue nation
28. China’s emergence as a global superpower
29. Fresh Water
30. The loss of Arable land
31. The gap between the rich and the poor
32. Unemployment/jobs
33. Illegal aliens/immigration
34. Energy/lack of energy resources/lack of reliable energy production
35. National Security
36. Care for the elderly
37. Education/poor education/access to education
38. Lack of respect for each other
39. Corruption of judicial systems
40. Racism/race relations
41. Abortion
42. Drug Abuse
43. Children’s behavior/The way children are raised
44. Gay rights issues
45. The media
46. Elections and election reform
47. Guns/gun control
48. Poor health care/high cost of health care
49. Loss of indigenous languages
50. Malnutrition
51. The education of women
52. The lack of nutritious food
53.
The ISTE
National Educational Technology Standards (NETS•T)
and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement,
and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for
students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved
Team Formation Grading Rubric
Criteria (12 total points) Comments Score
Provides a project charter that indicates clear role definitions and responsibilities. (3 points) Roles are clearly defined. If everyone can’t participate in the conference call, will you post outcomes of the call so others can weigh in? 3
Provides a project charter that addresses issues and risks to maximize the potential for effectiveness. (3 points) Guidelines for work and submissions are spelled out. 3
Provides specifics of the logistics, ground rules, milestones, and tasks that indicate an effective team effort. (3 points) Work plans are presented. Expectations are stated. Ground rules are clear and specific. 3
Provides a project charter that indicates team members reflected on their skills and development areas. (3 points) I see that you have not specifically identified team skill goals. Did your team discuss how the roles you are assuming will allow you to build new skills in team leadership and team participation? Can you share your thoughts about this? 3

Team Project Assessment: Example 1
Evaluation Criteria Excellent Proficient Satisfactory Unsatisfactory
Team Connection and Formation (10 points) Connected with team and demonstrated leadership enabling team to achieve agreements for team process and collaborative completion of assignment. (10) Connected with team and developed agreement for completing assignment. (9) Connected with team. (8) Did not connect with team. (0)
Team Process (10 points) Participated fully in collaborative process and fulfilled team agreements. Contributed substantively and demonstrated critical-thinking skills. Final post made as assigned. (10) Participated fully in team and fulfilled team agreements. Final post made as assigned. (9) Participated in team. Final post made as assigned. (8) Did not participate with team. (0)
Project Outcomes
(75 points) Project fulfills all criteria and demonstrates higher-order thinking. (75) Final project is submitted with all criteria met. (70) Final project is submitted with most criteria met. (50) Did not complete project. (0)
Exercise Timeline Observed (5 points) All components completed on schedule. (5) Most components completed on schedule. (4) Completed after scheduled due date. (2) No messages posted. (0)


Activity Possible Points Points Awarded
Establishes a team by using a formal process to prepare a team charter and determine team member roles. 3 3
Analyzes the characteristics and variables that make teams effective and ineffective. 3 3
Investigates the best practices and potential methods for improving the effectiveness of a team. 3 3
Describes how the work processes such as planning, problem solving, decision making, communication, and project management help a team accomplish its goals. 3 3
Applies team processes in a case analysis. 3 3
Analyzes the team experience by reflecting on the team’s process and project. 3 3
Total possible points 18 18

WE are looking for partners from all over the worldEnglish is required. USe of interpretors is encouraged.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, NING SitesThis project is a collaborative effort and its assessments and contents will be changed as we proceed.www.globalnat.ning.com
http://gceafghanistan.ning.com/forum/topics/topics-for-face-it-trace-it

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6/27/2010 22:32:30Conflict and Resolution 2011Philip BranstonBangkokpbranston@nist.ac.thwww.nist.ac.th+7hrs GMTapprox feb 2011High School Students (ages 14-18)Yesat the moment TBDPair up students or compare views on conflicts they are researching
Possible skype contact
Google docs exchanges
posting blog entries
Homo faber
Students will research into an area related to conflict for example Child soldiers, terrorism, specific conflicts
MYPThrough voice thread
Blog entries
yes if possible and feasible from students and teachers in areas of conflictnoBlogs, Wikis, Digital Videos, Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, SkypePlanning well ahead so this will not commence until 2011

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7/20/2010 9:55:49What's Your Weather?Bob KachurekCleveland, Ohio USArkach@hawken.eduSkype: bob.kachurek; AIM: freshKachhttp://www.hawken.eduGMT -4 until Nov. 4 (USA, EST daylight savings)9/01/2010 - 12/17/2010, perhaps ongoingHigh School Students (ages 14-18)NoTwo schools, minimum1. Please provide contact information for yourself.
2. Also provide information about your school's location, number of students and their grade level or ages.
3. Skype will be needed so we may have live sessions. If our time zones will not work for live communication, let's discuss how we can communicate by sharing short recorded videos.
4. If the match seems like a good fit, we can then discuss how our exchanges can best enhance the other schools' science study. At its most basic level, students can share current weather conditions with each other on a regular basis.
Atmosphere and Weather. Most simply, sharing weather data, photos and observations so we can understand global differences. However, we could also investigate gases of the atmosphere, air quality, air pressure, layers, energy, heat transfer, winds, water in atmosphere, precipitation, air masses and fronts, storms, floods, and predicting the weather.
Students will share weather observations with other schools using Skype or by sharing short recorded videos. As data is collected, students will analyze it and then present their findings by creating written reports that may also be shared through Skype or other means with partner schools. Perhaps we can create a joint Wiki where data is recorded and analyzed.We welcome partners from anywhere. It would be most interesting to partner with schools that are far away from each other.I speak English. The native language of most of my students is English. Some of them know very basic Spanish and some are just starting study of French.Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos

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8/4/2010 15:57:07CinderellaMargie LaneFort Worth, Texasmlane@fwacademy.orgfwacademy.orgcentral timefall 2010High School Students (ages 14-18)Noat least twoI would like for a global connection to accompany my second graders' genre study on fairy tales. I thought we could make a Texas inspired Cinderella story to share with another country/region that would have their own slant on the classic fairy tale that has been written for so many different countries. reading
writing
language arts
art
literature
Each particular class could compare and contrast the classic elements which makes the story worldwidely accepted and community specific. (ex. Cinderella could have stepsisters in lots of different versions, but in the Texas tale she might go to a Country/Western dance instead of a ball.)Outside of the United States would be first choice, but would welcome othersOur school offers Spanish language classes along with the English curriculum.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, PodcastsI am very interested in setting up a global connection with any literature based story, so if you don't do fairy tales, I can modify.

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8/11/2010 19:32:00GVC Clubhouse; People Exchanging Perspectives (PEP) ProgramRonda Zelezny-GreenAnywhereronda@gsbi.orghttp://www.virtualclassroom.org/clubhouse.htmlAsynchronousSeptember 2010 - May 2011High School Students (ages 14-18)No100+Are you interested in participating in the Global Virtual Classroom contest? This contest involves an international exchange, including pen pal writing. The contest runs from October until April and the winning teams have the ability to win $1,000 USD. To participate in this contest, the supervising teacher must have at least a basic understanding of web page creation/design because each classroom works on a team to design a webpage that promotes citizenship and cross-cultural understanding.

Alternatively, we have a pen pal exchange program (either internet or postal-based) called the People Exchanging Perspectives (PEP) Program. This program pairs teachers from around the world to exchange letters with other classrooms. At the end of the program, you are required to submit a PowerPoint presentation that describes your experiences and what you have learned.

Finally, you can create a program of your own design that I can work to find a partner classroom for you to work with. The project design is only limited by your imagination and the technological capabilities of your partner class!
Citizenship, Technology, Social Studies, Geography, Culture, Asia, Africa, Europe, the UK, North America, Science, ematics, History, English, English as a Second Language, English as a Foreign Language, Spanish, French, German, Kiswahili, Korean, Japanese, RussianThrough the GVC Contest, students will work together in teams to produce a webpage to demonstrate their learning. For the GVC Clubhouse/PEP Program, the students will create a PowerPoint Presentation at the end of the academic year to demonstrate their learnings.ALL ARE WELCOME!Speaking a second language is not a requirement. However, we can try to find matches for classes studying a foreign language to a class that is composed of students who are native speakers of that same foreign language.Standard web pages, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital PhotosGVC Contest registration until September 2010. Contest runs from October 2010 to April 2011.

GVC Clubhouse/PEP Program registration is open until March 2011.

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8/13/2010 6:26:32Project: Global InformA.J. JulianiGlobalajjuliani@project-inform.orgSkype: ajjulianihttp://wsdweb.org/ or http://mrjuliani.org/EDT2010-2011 School YearHigh School Students (ages 14-18)No5 would be ideal, 10 would be perfectPGI participants can be very flexible in the steps. However, the following must be completed by the end of the project:

1. Mini-Unit on human rights and genocide complete with videos and excerpts (can all be found on PGI website).
2. Students get into groups and choose a specific and current human rights violation that they are drawn to.
3. Each group must research there human rights violation and complete an Action Plan.
4. The Action Plan serves as the foundation for their group's "Awareness Campaign".
5. Each group must use 3 different forms of media to create awareness about their chosen human rights violation in their school, community, and abroad.
6. Students must craft a final 1-2 page report on their awareness campaign's effectiveness, and present to the class their final results in a 5 minute presentation.
7. A final reflection and sharing on the process wraps up the project.
Peace education, human rights, genocide, awareness, media.

*Will work for a variety of classes including (but not limited to) language arts, social studies, history, political science, digital media, journalism.
Students will demonstrate what they have learned through their action plan, awareness campaign, 1-2 pg paper (if needed), presentation, and reflection. The project also has rubrics for each of the above assessments. This project is an experiential learning process, where students learn (and are assessed) by what they "do".Any area of the world. All are welcome!Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital PhotosIn 2008 a group of students in Mr. Juliani’s 10th Grade English class asked the question, “Why do we learn about all of this stuff (genocide and human rights violations), but never do anything about it?” This question sparked a project idea and Project: Global Inform was created. The students picked their own groups and researched current human rights violations. Each group picked a violation they felt particularly passionate about and began to develop an action plan. Their action plans allowed the students to judge how effective each method of media was at spreading information and creating awareness. At the end of Project: Global Inform’s first run, hundreds of people had been met face-to-face with information they did not know, while thousands of other teens and young adults saw videos, visited websites, and became facebook fans of media meant to create awareness.

In 2009 Wissahickon High School took Project: Global Inform to the next level. Over 110 students participated and this time the students were even more creative. In addition to the video, web, and Facebook campaigns – groups began to host events dedicated to raising awareness for their cause. This time, not only was information spread, but money was raised for organizations currently fighting against human rights violations. Thousands of dollars were raised in just under six weeks, showing that students do have the power to make a difference.

In 2010 PGI is hoping to go to the next level again. We need your school, your class, to get involved and run a project this school year. Instead of just “learning” about genocide and human rights violations, let’s all “do” something about it! PGI’s motto is now focused on individual accountability across the globe.
http://project-inform.org/

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8/16/2010 11:40:50Global Education InterconnectednessJoshua KonkankohCameroon, West Africafoundation@betterworld-cameroon.comTweeter-ndaniforwww.betterworld-cameroon.comGMTOngoingHigh School Students (ages 14-18)No4 scholls, 120 children and students GLOBAL SCHOOL INTERCONNECTEDNESS
I am Joshua Konkankoh of Better World Cameroon (West Africa).
Cameroon is on the threshold of the Information Age and I have been leading the way through social education.
I am using the Internet as a 21st Century approach to education. I am poised to lead Cameroon ahead.
I have been working towards my vision of a Better Cameroon for the past 10 years (see some of my exploits in www.betterworld-cameroon.com (BWC)
But in the past few years, as a communication professional and children educator, I have started integrating the Internet into my professional activities. Last year I created the Basic Education Foundation (school with 8 teachers for 30 special needs children). I accomplished all of this despite years dealing with reactionary leadership and children neglect in my country which has created a lot of youth apathy about national life. I overcame most youth development problems and I have come up with a committed group of teachers who are ready to use computers in their classes. Now I am looking for schools in the North willing to work with cross-culture education in Africa via email and Skype this coming school semester, willing help with some Enabling Support. A summary of BWC can be found on the second page.
I am seeking technical and financial support on how to introduce the teachers to the some Professional Development and Tele Computing and Tele Education staff using email, forums, and Skype. BWC will show them the basics of what can be done. Teachers can use the whole Internet as a text book and children’s libraries. Students can have international e pals they can write and speak with. Children in the Basic Education Foundation School could communicate with children anywhere else in the world.
This is my goal I am committed to reaching it through determination and perseverance and I believe I will do so much more with working with Think Global School.
BWC is learning form a similar successful project located in the Philippines, “One man in charge with one computer” where a special education coordinator is providing internet support for teachers of 20 students with physical and cognitive disabilities.
BWC is a non-profit that provides online support to children with disabilities and guides special education educators who are just beginning to emerge into 21 century Tele Computing and Tele Education in Africa.
BWC has been working in development education since 1996 mostly, concerned the problems Cameroon’s educational system as well as that of many third world countries face today as a result of being left on the sidelines of the information highway.
Some of our activities can be visited on: www.betterworld-cameroon.com
Joshua Konkankoh,
National Coordinator, Better World Cameroon Tel: +237 77891580
Cross-Culture Education,Children with special needs, Handicapped, Food,
Environmental Education, Sustainable agriculture,Women empoyerment,Youth Empoyment,ICTs,
Good Governance, Global Citizenship, NGO Management,African Earth Ethics,
Moral Responsibility
Web sites building,school/community partnership micro projects, school gardens-community gardens.Skype Conferences,e-palsITCs,Distance Education Special Education, Environmental sustainability,Renewable Energy,Biodiversity conservationEnglish and frenchBlogs, Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, PodcastsYoung Africans have the basic desire of reaching out to other young people of the world in every way availble.
After Copenhagen, we need more popular education to build local movements for climate Justice.
www.openworldfoundation.org
www.digitaldrz@gmail.com
www.cuppnetwork.org
www.vso.org.uk
www.ukwola.org.uk
www.build-online.org.uk

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9/12/2010 11:02:47Africa ExpeditionJackie GersteinJgerstein@ansercharterschool.orghttp://www.ansercharterschool.com/index.html9/10 to 6/11High School Students (ages 14-18)Nono limitDuring this academic year, the students will explore Africa. Small groups of students will complete in-depth studies of individual countries - from past to present - and post their learning (via videos, links, art projects, online quizzes) on this wiki. Then in Spring, 2011, The students will come together to have a summit as "representatives" from their respective countries to discuss solutions to the AIDS problem in Africa- cross curricular Students will generate their own rubrics to assess the quality of their projects.Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photos, lots of Web 2.0 product development toolshttp://africaexpedition.pbworks.com/FrontPage

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9/19/2010 14:20:42La Experiencia Latina en EEUU Jillian GierkePhiladelphia, PAjgierke@scienceleadership.orgAIM: JillianG37, SKYPE: senoritaheywww.scienceleadership.orgESTOctober 2010High School Students (ages 14-18)Noat least 1 other classThe students in my Spanish 5 Literature course (high school) will each be choosing a novel to read about the Latino experience in the United States and comparing each protagonist's experience. The book titles are (and not limited to):

Cuando era puertorriqueña - Esmeralda Santiago
Casi una mujer - Esmeralda Santiago
La Casa en Mango Street - Sandra Cisneros
Esperanza Renace - Pam Muñoz Ryan
De cómo las muchachas García perdieron el acento - Julia Alvarez
Yo - Julia Alvarez
Pocho - Jose Antonio Villarreal
Spanish (taught either as a first or second language -- either works)
English (there are English editions of all of these titles)
Social Studies
ESL / ESOL
Ongoing Assessment:
Students will blog throughout the reading process. They will be responsible for commenting on other students' reflections and for maintaining a steady stream of dialogue.

Final Assessment:
Students will choose one of the following options (each project can be tailored to fit the specific needs of the student and/or class):

1. Write and perform a skit involving ALL protagonists from the reading circle.

2. Piece together a podcast of at least 3 of the protagonists telling (what you perceived to be) the most important pieces of their experience. (The stories will be interweaved to tell one common story.)

3. Record a radio interview with one host, at least 3 of the protagonists and one other guest.

***All projects must answer the essential question, "What is the Latino experience like?"
***All students will reflect on these questions once they have viewed all projects and shared their own:

1. Now that we have a vision of what the Latino experience is like, how can we improve it?

2. Why is it important to understand others' experiences?
In order to expose students to a diverse range of experiences, opinions and values, I would ideally like at least one school from the following categories and/or areas:

*big city urban school (USA)
*rural area school (USA)
*private school (USA)
*Spanish-speaking public school (South America, Central America)
*Spanish-speaking private school (South America, Central America)


English is required, Spanish is obviously encouraged. My students will be speaking only Spanish but for those who would rather practice English, we will work that out, too! Blogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype)

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9/19/2010 21:07:20Great Probability ChallengeDaniela CupplesDaniela CupplesDaniela CupplesAIM DanielaCadre15http://computer-lab-c.ycjusd.wildwood.schoolfusion.us/modules/groups/integrated_home.phtml?gid=1233387&msg_notify=Article+removed+from+system.&sessionid=92e72cff7ed514550fa584910133f3abPacific Daylight TimeSeptember 7th - October 31stHigh School Students (ages 14-18)No3Visit the project website to sign up for the project.
The project is comprised of 5 mission that guide the students through probability/statistics and basic graphing tasks.

Essential Project Outcomes:

Desired Results
Established Goals:
Students will relate statistics and probability to real world experiences.
Students use technology tools and resources to make informed decisions.

Students will understand that:
1. Graphs can be used to visually represent and communicate information and data.
2. The concepts of probability and statistics.
3. Probability and statistics can be experienced in their everyday lives.
Essential Questions:
1. How does ematical probability work?
2. What are the best ways to represent probability?
3. How can probability and statistics be visually communicated?
4. Where do we see laws of statistics and probability in everyday life?
Students will know:
1. Grade level appropriate terminology of statistics and probability.
2. That the size of the data sample influences the outcome of the experiment.
3. That larger data samples produce more accurate results.
Students will be able to:-
1. Systematically gather and analyze data
2. Visually communicate data to tell a story.
3. Find everyday examples of statistics and probability and use proper terminology to introduce their findings to others.
Assessment Evidence
Performance Tasks:
 Students predict outcomes and perform coin toss experiment and record their data.
 Students create a graph to visually represent the data from their coin toss experiment.
 In small groups students compare and find averages for their results
 Students gather data from the Great Coin Toss Project Database to expand their data sample.
 Students analyze 100 and 1000 coin flips, create graphs, analyze and compare their findings.
 Students visually display, share and compare their data in the Probability Blog
 Students author a task in which they see probability in their daily lives. They use real live examples and share them in a small group.
 Students share their project experiences in the Probability Blog.
Other Evidence:
 Students create and properly label graphs representing the results from their coin toss experiment and present their findings in their Probability Workbook.
 Students use the project rubric to self-assess their work.
 Teacher will evaluate Probability Workbook through rubric.
 Students share their authored tasks in small groups.
 Students gather probability data from their daily lives and share their own data with the class.
California ematics Content Standards Grade 4
4 [S] Statistics, Data Analysis, and Probability
4 [S.1.0] Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:
4 [S.1.1] Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
4 [S.2.0] Students make predictions for simple probability situations:
4 [S.2.2] Express outcomes of experimental probability situations verbally and numerically

NETS for Students
[4] Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
[4.c] collect and analyze data to identify solutions and/or make informed decisions.
Understandings:
A quiz and project Rubrics will be used to assess student learning.
All items can be found on the assessment page of the Great Probability Challenge Website.

http://thegreatprobabilitychallenge.weebly.com/assessment.html


Switzerland
Japan
China
Australia
No second language requirement. The entire website can be translated into any language. The main correspondence language will be English.Blogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos

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9/23/2010 11:18:46World Affairs ChallengeCharmagne Campbell-PattonMinnesota and Northern Californiacharmagne@worldsavvy.orgwww.worldsavvy.orgCentralOngoing with Culminating events each springHigh school studentsNoOpenThe World Affairs Challenge engages students in project-based learning to explore some of today’s most pressing local and global issues. Students work in groups to research the annual global theme, identify a problem within the theme, and develop actionable solutions at the community, national and global levels. The program concludes with a culminating competition, The Challenge, where students will present their research and solutions to community judges and participate in a collaborative discussion that challenges their critical thinking, problem solving and teamwork skills. Geography
Science
History
Food & Water
Global Studies
Language Arts
In the Spring, students participate in a culminating event, The Challenge, where they have the opportunity to present their research and solutions to volunteer judges from the community. The Challenge is hosted at a local university; however schools that offer the program as an in-class activity may choose to host a run-off Challenge at their school and send only a select number of students to the culminating event.

World Savvy recruits judges from local schools, universities, non-profit organizations and businesses associated with the annual theme. The Challenge offers students a unique chance to engage in dialogue with community members about complex issues that are facing our community and receive public recognition for their hard work and accomplishments. Challenge Day consists of the following events:
Formal Presentation

Each team presents their extensive research and analysis on an aspect of the annual theme, identifies a major issue or problem, and proposes reasonable solutions at the international, national and local levels in a creative 15 minute performance before community volunteer judges. Students will also be required to submit an annotated bibliography of their sources to support the evidence and solutions presented.
Solutions Showcase

Students chose one of the solutions developed for their performance piece to develop into a proposal that can be marketed to funders or investors. Proposals should include a statement of the problem and evidence for why their proposal would effectively address the problem.
Collaborative Question

Participants are organized into groups with peers from other competing schools and are presented with three to four organizations or projects working on an aspect of the global theme. Students must decide which organization or project to fund based on a set of criteria. Students then present their decision and justification to the judges.
Global Knowledge Quiz

Prior to arriving at the Challenge, students are required to take an online Quiz, which will test their knowledge about current events and the annual theme. The Quiz will be scored individually as well as factored into their overall team scores for the day of the competition.
Minnesota and Northern CaliforniaNoWorld Savvy provides lesson plans and other resources for educators.www.worldsavvy.org
http://worldsavvy.org/youth-engagement/world-affairs-challenge/
http://worldsavvy.org/community-resources/#wac

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10/4/2010 9:25:45Gen Z Global StageRobert GoodrichWest Palm Beach, FL - Globallyrgoodrich@floridastage.orgwww.floridastage.org/youngvoicesEasternNov 1st - May 9thEarly Childhood Students ( ages 0-3), Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, online learning and teaching toolNo5Gen Z Global Stage is an effort to promote cross-cultural understanding and empathy among young people across the globe. It does so by facilitating a web dialogue among its participants, and offering an opportunity for artistic collaboration using digital technology. The web-based exchange will culminate in a multimedia theatrical piece at Florida Stage on May 9th, 2011.

Founded as The Learning Stage in 1985, Florida Stage was born from a commitment to educational outreach and community. In that same spirit, playwright and filmmaker Robert Goodrich will work with local and international young artists, using a variety of websites and software applications (such as Facebook, YouTube account and Skype), to talk about subjects that interest them, as well as to exchange ideas and collaborate on theatrical scenes and monologues, short films, music, dance, and performance art.
We are looking for young artists that are interested in getting to know and working with other young artists around the world, are in their late teens or older, and are capable of committing the time necessary to develop and maintain correspondence and collaboration with others abroad on individual projects.

The first two months will be spent allowing the participants to get to know each other. They will take part in a series of activities such as 25 Random Things About Me, a Facebook game in which everyone posts interesting facts about themselves; a photography exercise called Compass, where everyone posts photos of their favorite place; a video Show and Tell; and an ongoing game of Exquisite Corpse.

Those participants that take part in each of the “Getting To Know You” projects will go on to the next phase, which will be developing a multimedia theatrical work that will be presented live on stage by the local participants, using material created in collaboration with the international partners.

The theme this year is “A Report on Planet Earth”, in which all the young artists will imagine themselves to be scientists from Planet Z, presenting a scientific report on a new planet they have just discovered called Earth. Projects (or “reports”) will focus on a different aspect of human behavior. (For instance a short film about war, a dramatic scene about environmental dangers, a song about the effects of pop culture, etc.)
Global awareness and collaborationQuestionnaires will be requested at the end of the project, to be filled out by all participants. Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photoshttp://www.floridastage.org/genz

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10/13/2010 8:22:55Project FractureGeorge HainesNYoline73@gmail.comwww.sspjschool.netEasternNov 2010-Dec 2010early childhood - collegeNothe more the merrierProject Fracture is a global blogging project designed to help students from around the world discuss and learn about the various internal struggles in their countries.

Students write a blog post that revolves around some aspect of the civil war in their country. Ideas, tone and structure can vary. Creativity is strongly encouraged. Video, pictures and any other tools are welcome additions to the project. The only real rule is that everything must be housed inside a blog post so that other students can engage and discuss the post over the following weeks.

Students add links to their blog posts.
Students read posts from other students and comment with purpose.

While the initial blog post is important, the real value in this project is the discussion that follows in the comment section. The goal of the blog post should be to inform but also start a conversation with students from other countries.

Students are free to use any blogging platform they like (wordpress, blogger, etc.) and they can then add their links to this wiki. Links to their blog posts should be categorized by country. Each new country can add their own page that other students can then access to read and start the discussion.
http://projectfracture.wikispaces.com/
History, global studies, writing, english, technology.Assessment is up to the individual teachers.Any country that has had a civil war (even if it is not too recent).The project needs to be done in English.Blogs, Wikis, Digital Videos, Digital Photoshttp://projectfracture.wikispaces.com/

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10/17/2010 8:20:25CREATIVE CLASSROOM(LEARNING SPACE)Mr.SUMIN NARTNEUTHALAND KHONKAEN PROV.suminnt@yahoo.co.thsuminntsornorinno+7G BANKKOKJANUARYCollege/University Undergraduate Students, College/University Graduate Students, professors, and education and technology professionalsYes5Devellope old classroon to CREATIVE CLASSROOMKKN4 ZONE1. seek to Colaborates.
2. Upgrade teahers
3. Reform & Transform Old Class to CREATIVE Class.
4. Run Many Activities to children knowleded Morals & Stared
5. Evaluation
Blogs

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10/29/2010 6:57:58Our FamiliesJen GleasonBrooklyn, NYjgleason@teachingmatters.orgSkype - jen.gleasonps101verrazano.comEST10/26/2010-12/01/2010College/University Undergraduate Students, College/University Graduate Students, Professional DevelopmentNo2/3/2010In first grade, students learn about families. Our students are going to create a voicethread that tells about their families. We would love to share our voicethreads with other first grade classes. Perhaps the other classes could also create a voicethread that describes their families and friends.ELA, Social studiesStudents will draw a picture of their family and write a few sentences about their family. They will record themselves speaking in Voice Thread.voicethread

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2/15/2011 16:17:12XW1WCandace Hackett ShivelyU.S.cshively@sflinc.orgTwitter @cshively, @teachersfirsthttp://www.teachersfirst.com/XW1W.cfmUS eastern timeongoingCollege/University Undergraduate Students, College/University Graduate StudentsNoany numberOffered free and ad-free by TeachersFirst, a service of the non-profit, The Source for Learning.
XW1W (Across the World Once a Week) is Collaborative Microblogging for Cross-Cultural Understanding

XW1W uses today's instant technologies to share answers to the same question across the world once a week. XW1W is a simple, social way for students to learn about real life in other cultures from real kids all across the world. By simply "hashtagging" Twitter or blog responses to a weekly question about daily life, students can share and learn about other cultures from their international peers. Schools and teachers without Twitter access can still participate, and responses longer than 140 characters are easy to incorporate.

See a full project description and FAQ page for teachers at http://www.teachersfirst.com/XW1W.cfm. Questions change weekly. Search twitter hashtags for #XW1W , follow @teachersfirst, or visit the project page for the new question each Sunday ( U.S.)
world cultures, world languages, social studies, English languageThe success of the project will be assessed by the range and reach of students participating over time. Teachers can use suggestions on the project FAQ page to assess students' cross-cultural understanding or include blog posts and student projects that grow from the cultural details they "collect" from XW1W.Project collaboration is conducted in English, but ALL countries are encouraged to participate. The broader the scope, the better the project.Project collaboration is conducted in English, but ALL countries are encouraged to participate. The broader the scope, the better the project.Blogs, Wikis, Standard web pages, Social Networks ( i.e. Ning, Facebook), TwitterPlease read the full project details and suggest questions at http://www.teachersfirst.com/XW1W.cfm. Elementary classes should plan to participate as a class. Older students (13+) may participate as a class or individually. TeachersFirst reserves the right to cancel the project if inappropriate content appears on #XW1W feeds, so teachers are encouraged to "follow" their students' tweets.http://www.teachersfirst.com/XW1W.cfm

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2/21/2011 12:54:06Home Town Video HistoryChuck DinsfriendWoodburn Oregoncdinsfriend@woodburnsd.orgwww.woodburn.k12.or.uspstTBDCollege/University Undergraduate Students, College/University Graduate StudentsNominimum of one additional to usstudents will collaborate with business and community service groups to produce a video history of their home town. these would be shared online (teachertube and online wiki) with the collaborating school for feedback and peer review and to have deeper inquiry about each others community. Collaborating schools would develop the limited set of questions to build the video. social studies, geography, history, video production, multi-cultural and multi-langual reading, writing, history, research, language.peer review, public comments, the end product would demonstrate the knowlege.Spanish and or Russian helpful but not required, (Woodburn has large Spanish and Russian language speakers) and provides bilingual education in these languages as well as English.Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos

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3/1/2011 22:46:35Regional Recipe swapFadra HepnerNew Franklin, MOfhepner@nfranklin.k12.mo.uswww.nfranklin.k12.mo.usCentral standardClassroom project beginning 3/25--4/8/201: also ongoing with Art Club beginning 3/2/2011College/University Undergraduate StudentsNo30 students I am looking to share cultural experiences through the exchange of art and recipies. Students will be working on a lesson titled "As American as apple pie" in which they will study different artists who have used food as their subject for inspiration.

Each student will choose a recipe that he/she thinks represents America, or his/her region in America.

Each student will create an artwork in the background of the recipe and include why he/she thinks the recipe represents America or his/her region.

I am looking for schools to offer a recipe card with original artwork and an explanation of how it represents their region to trade. We will send the actual card via mail. I am hoping to have an evening of expanding our regional/global awareness with the creation and sharing of our recipies!
Art, Family and Consumer Science, Home Economics, EnglishMissouri State Fine Arts standards
Theme:
Create an original artwork that communicates ideas about the following themes:
• Group Identity
• Nature

Texture
• Identify and use implied or simulated texture

Historical Period or Culture:
Identify works of art from:
Europe (Real, Abstract, Non-Objective)
United States (Real, Abstract, Non-Objective)

National Standards:
NA-VA.5-8.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES
Achievement Standard:

* Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
* Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas





Students will create a recipe card demonstrating understanding of media. (Paint or oil pastel)

Students will be assessed via a rubric after the final product has been created.
Anywhere would be fabulous!My students only know English. Metric conversions would be fine though. Please feel free to contact me to set up a chat time with your students if you wish. I would love for this to be a direct learning experience for my students.

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9/5/2011 8:54:40i-Spy in the CommunityJennifer PetersonSao Paulo, Braziljennifer.peterson@graded.brskype - jpetersonwww.graded.brGMT -3October 2011College/University Undergraduate StudentsYesAbout 10The grade 2 team of teachers and technology coordinator at Graded - The American School of Sao Paulo would like to invite you to participate in our i-Spy Community project. We are looking to involve a small number of geographically and culturally diverse schools that are able to commit to the project. This will ensure a high-quality experience for all participating schools. The project aligns with a social studies unit on communities and is appropriate for students in grades 1 to 3. This 4-week project will run during the month of October.

Please join the project through the project wiki: http://ispycommunity.wikispaces.com/home
The project aligns with a social studies unit on communities and is appropriate for students in grades 1 to 3.Social Studies Standards
I Culture - The student will:
explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
compare ways in which people from different cultures think about and deal with their physical environment and social conditions;

III People, Places & Environments - The student will:
construct and use mental maps of locales, regions and the world that demonstrate understanding of relative location, direction, size, and shape;

VII Production, Distribution & Consumption - The student will:
describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services;
Rubric -- to be provided before start of project.Yes -- we are hoping to involve one school from each continent.no.Wikis, Other collaborative documents, Digital Photoshttp://ispycommunity.wikispaces.com/

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10/2/2011 20:29:45Sharing TimeAnn OroNew Jersey, USAannoro@mac.comnjtechteacher=Skype; Ann Oro=Googlehttp://school.stmichaelscranford.com/Eastern Time Zone (USA)Ongoing (October 2011-May 2012)Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, PDNoat least 1Talk about time zones with your class. Add content to the Sharing Time wiki (http://sharingtime.wikispaces.com/JoinUs). If you wish, connect with partners via Skype.Social studies.ISTE NETS - Students
1a, 1b, 2a, 2b, 2c, 2d, 3a, 3b, 5a, 5b, 6b

ISTE NETS - Teachers
1a, 1b, 1c, 2a, 4a, 4c, 4d

New Jersey Core Curriculum Content Standards
21st-Century Life and Careers - 9.1.8.D.3, 9.1.8.D.4
Technology: Operations and Concepts - 8.1.8.A.3
Technology: Digital Citizenship - 8.1.8.D.1
They will demonstrate what they have learned by determining when they could connect with the partner schools via Skype.The project will be based in the English language.Wikis, Digital Videos, Chat (AIM, iChat, Skype), Podcasts, teachers can determine how the students will represent their knowledgePlease use the form on the Join Us link to participate.http://sharingtime.wikispaces.com

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10/13/2011 13:40:05Interdisciplinary, International Teacher Preparation ProjectDr. Brad MaguthAkron, Ohiobmaguth@uakron.edu SKYPE/ Bmags51www.uakron.eduEastern TimeJanuary through April, 2012Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), teachers (especially Social Studies or History)YesWe need a total of 30-35 Students (outside the US)In our science and social studies teacher preparation courses, we're asking our students to work with an international student to create lessons/ a unit on climate change. Our goal is that our college students collaborate with their international peers to create lessons and activities that promote a cross-cultural/global understanding of climate change. Secondary History/Social Studies Education (Graduate & Undergraduate)
Secondary Science Education (Graduate and Undergraduate)
National Science Education and Teaching Standards, USA
National Council for the Social Studies, USA
We're asking students to create interdisciplinary lesson plans that infuse a cross-cultural and global perspective. Students will be assessed based upon the quality of their lesson plans.Yes. We're really interested in working with undergraduate/graduate students outside of the U.S. Especially, students located in an area of the world heavily influenced by issues of climate change.All instruction and dialogue will take place in English. Students will use Voice thread (http://voicethread.com ), possibly SKYPE, and e-mail.Chat (AIM, iChat, Skype), Voicethread

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10/24/2011 10:55:55Nutrition and Physical ActivityAmanda HutchinsonUnited Statesnutritionandphysicalactivity@yahoo.comwww.nutritionandphysicalactivity.weebly.comongoing projectPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), Vocational Schools (ages 13-18) No5Come join the Nutrition and Physical Activity Global Learning Project! Join students from around the globe as we learn about nutrition and physical activity. Each week students will focus on a different aspect of eating healthy and being active.

Visit the project's site to learn more: www.nutritionandphysicalactivity.weebly.com
nutrition
physical activity
food labels
heart rate
health

forums
worksheets
group discussions
Standard web pages

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10/26/2011 19:01:19Proyecto Sierra ZeroRafael Sampedro MartinezHuauchinango, Puebla, México.proyectos.upn@gmail.comhttp://sierrazero.blogspot.comagosto 2011-junio 2012Teacher training on interactive video conferencingNo10Que es el Proyecto Sierra Zero (PSZ)

El proyecto Sierra Zero nace del entusiasmo y compromiso por cambiar las condiciones en que se realizan las prácticas educativas en una escuela primaria de la comunidad serrana de Ernesto Hernández, en el municipio de Zihuateutla.

Líneas estratégicas del PSZ.

Educar hoy es diferente lo cual implica que se deban cambiar los paradigmas y enfoques de la educación primaria. El PSZ considera pertinente orientar sus acciones en un enfoque centrado en el alumno, el cual estructura dicas acciones a través de líneas estratégicas como la cultura, la ciencia, el arte, la tecnología y el lenguaje.

Fundamentos Teóricos del PSZ.

El PSZ retoma las ideas educativas de Freinet, Freire, Vigotsky y Gardner. Parte de la idea de que el ser humano siempre estará en condiciones de enriquecer su vida a través del desarrollo de competencias e inteligencias.

El PSZ y el Programa Enciclomedia.

Enciclomedia se convierte en el eje articulador del proyecto SZ al brindar elementos multimedia que enriquecen de manera significativa los procesos de comprensión y transferencia de la curricula de educación primaria. Hardware y Software se utilizan para brindar oportunidades de investigación, innovación, creatividad y aprendizaje a través de la creación de secuencias didácticas transdiciplinarias enfatizando el uso de la tecnología y sus múltiples aplicaciones.

El PSZ y la PEM 05

La educación multigrado se imparte en mas del 60 % de las escuelas primarias del país. Desde el 2005 se aplica en las aulas la nueva propuesta multigrado 05, la cual proporciona elementos teóricos y prácticos para garantizar el logro del perfil de egreso de la educación primaria, el cual prioriza la consolidación de un alumno autónomo, critico , analítico, investigador, propositivo y equilibrado. La PEM 05 fundamenta la practica justificada de las acciones innovadoras del proyecto SZ.
CIENCIA
ARTE
TECNOLOGIA
EDUCACION RURAL
Desarollo de competencias.
Educación Freinet.
Inteligencias multiples
Blogs, Wikis, Standard web pages, Digital Videos, Digital Photos, Podcasts

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10/28/2011 19:22:38Child-Friendly SchoolsFrede G. MorenoZamboanga City, Philippinesederfonorem@yahoo.comChild-Friendly Schoolswww.wmsu.edu.phTaiwanon-goingThis project is geared for the following audiences:No600 studentsIdeas, opinions, experiences, theories, reference contributionsSchool Physical Environment
Student Social Relations
Inclusiveness
Teacher-Student Relationships
Academic Program
Classroom Situation/Environment
School Special Program
Library
Information and Communications Technologies
Books and Instructional Materials
School Playground
Play and Learn Activities
Academic Performance
Student Satisfaction
Impressions
Grades
Satisfaction
USA
United Kingdom
Brazil
Uganda
Australia
Philippines
No. English onlyBlogs, Wikis, Standard web pages, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos

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11/6/2011 12:52:08Dina RamotDinaTel Aviv, Israeld_ramot@yahoo.comdinahttp://www.kehila.org.il/GMT+2ongoingNono limitWe would like to be able to correspond with children about their school.
a. ask questions
b. correspond
c. recieve information/clips/presentations etc.

We are willing to share any information regarding our school
We are a Democratic school and we would like to learn about other schools all over the world: what are the principles of the school, how curriculum is developed? what is the daily scedual? how many children are in the school? adults? How does the school handle dicipline issues? etc.my children can correspond in English and HebrewChildren will design the: ideal schoolopen to the whole worldnoBlogs, Standard web pages, Digital Videos, Digital Photos

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1/5/2012 18:45:33The Global Classroom Project: 2011-12Michael GraffinWorldWideglobalclassroomorganisers@gmail.com#globalclassroom hashtag - Twitterhttp://globalclassroom2011-12.wikispaces.comVariousRuns to June 2012YesUnlimitedGlobal Classroom 2011-12 is designed as a global community where teachers can either bring & build their OWN global project ideas, or get involved in existing projects.

We provide the online spaces (wiki, blog, facebook, edmodo, and skype groups) for teachers to connect, communicate and collaborate. We are using Edmodo & wikis to enable students to connect and collaborate
ALLLearning Products (photos, VoiceThreads, Wikis, videos)Asia & Africa in particular - we have a strong representation from the United States, Australia, and New Zealand. Teachers all over the world are welcome to participateMost of our projects run in English, however we are seeking projects / teachers with ideas for better including non-English speaking classes in the Global Classroom ProjectBlogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photoshttp://theglobalclassroomproject.wordpress.com - Blog

http://globalclassroom2011-12.wikispaces.com - Wiki

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2/27/2012 23:59:23World of WaterWaciuma WanjohiMumbai, Indiateachersg03@asbindia.orghttp://www.asbindia.orgGMT +5:30Jan - FebPrimary Grade Students (ages 6-9)NoAt least two schools or 60 kidsThe main goal of the project is to compare the relationships that individuals have with water in different locations in the world. How safe is it, where does it come from, how much do we use? Students will also collect data about personal water usage from their homes. Students will visualize the data with a graph and draw conclusions from the data.


Science
Math
Conservation
PYP Standards - Science Grade 3 - Earth and Space Science
Students will draw conclusions in a lab report based on the data and then write a non-fiction piece that shows understanding of the relationships.All areas of the world will do.No.Social Networks ( i.e. Ning, Facebook), Other collaborative documentsSend an email to the email listed above
Read through the project description below
You will need to create Edmodo accounts for students and teachers. Students will do best if they have accounts and know how to log in before starting the project.
Teacher should have access to a google account.
https://sites.google.com/a/asbindia.org/gcp/proposed-projects/jan-feb

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6/7/2012 8:28:45skill development on poverty reducationMR.MAKERI YAKUBU AJIJINIGERIAicydiyouth@yahoo.commakeri123http://www.icydict.orgGMT.1.30julyNGOYes2000International centre for youth development on information communication Technology is a non-profit dedicated to helping young people to become educated and ethical, globally aware professionals, committed to inflicting a positive change in the world. Our focus is on leadership and cross-cultural studies. By inspiring young people to develop new ideas and teaching them the skills necessary to put those ideas into action, we are creating new generation of responsible and successful global citizen’s future leaders.
The International centre for youth development was established and registered in the year 2009, with the Federal Government of Nigeria as non-profit organization. Before registered it was association working with many communities in Nigeria.
The programs for ICT are as follows: a. introduction to computer. Data processing, c.networking management leading to A+, N+, d. Security solution. E. broadband/wireless networking solution. Design and implementation of data centre g. Web design, Film production, Software development, Computer programming, video Editing, Directing for film, Acting for films, costume/make-up, cinematography,GSM Engineering, Telecommunication Engineering, system Engineering, Auto Cad, Business Accounting, etc.
Women programs that are run, with women association within those community are: a.Tailoring. B. Hair-dress. C. Make-up. D. Bead-making. E. Hat-making. F. Textiles making. G. Bakery and concessionaires.
It is universally accepted that Information Communication Technologies (ICT) offer immense opportunities for the comprehensive social and economic development of the people all over the world. Without its adoption, there is little chance for countries or regions to develop. However, the potential of ICT as a technology for promoting micro-enterprises by poor youth and women is still unused in many countries. This article discusses the success story of a government project for poverty eradication using ICT. The case study on „ICT micro-enterprises by self-help group of poor youth and women' describes the story of a self-help group, which uses potential of ICT for poverty eradication through economic empowerment of poor youth and women. It illustrates how ICT can effectively be used as a technology for micro-enterprises, and skill acquisition which are promoted by poor youth and women under self-employment scheme. The article also deals with SWOT analysis that identifies the strengths, weaknesses, opportunities and threats for ICT based micro-enterprises. The article proves that if a country has the necessary enabling environment permitting the establishment of ICT micro-enterprises, poor youth and women can promote such business for their economic empowerment. International centre for youth development on information communication technology is prepare youth people for their responsibilities and opportunity in a hanging, interdependent world. The goal of the organization is to reach out and give free computer education and order skills development to our teeming population of Nigeria youth, where presently out of 1130,000,000 million 78% are youth and women, without skill development and computer education.
To sustain this tempo, we have to stat by reaching out to communities, by opening centre, where basic computer appreciation training will be rendered free and other areas of skill development.
The organization as the name implies is solemnly establish to assist and train our youth and women in the areas of computing and skills development. The should be aware that, Internet and computer are very important to the community into there businesses the are doing.ENGLISHStandard web pages, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Online whiteboards, Other collaborative documentsicydiyouth@yahoo.comicydiyouth@gmail.com

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6/7/2012 12:24:50STEM Open Source Lessons with Education BridgeCraig PerrierBoston, MAcperrier@acrossworld.comhttp://www.acrossworld.comOngoing ProjectSTEM TeachersNoOpen to all STEM teachers I am recruiting STEM teachers to try out a cloud based open source platform called Education Bridge created by the MA based company AcrossWorld. . We are looking for teachers to build sample playlists (lesson plans) using the built in sources (or ones you create/upload) and give feedback on the process. The position carries a small stipend of $10/playlist with the goal of 15-20 playlists per person.

I am planning a webinar briefing on June 13th. Please email me if interested. I am happy to answer any questions or concerns.

cperrier@acrossworld.com
Middle and High School

Science
Technology
Engineering
Mathematics
Economics
Students will be able to use OER STEM resources in an online or blended format.Any teacher familiar with STEMEnglishOther collaborative documents, LMSEducation Bridge draws OER from multiple organizations and from individual teachers. There is no charge for creating the playlists/lesson plans. We will pay you.Check out our website. I can provide a Power Point and press releases upon request.


http://www.acrossworld.com

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7/17/2012 12:03:52Maud Fontenoy FoundationValérie FourrierFrancevfourrier@hotmail.comSkype : valeriemlvhttp://www.maudfontenoyfondation.com2012-2013Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)YesAs much as possibleThroughout this pack, you will discover why we must conserve water, whether fresh or salt.The Maud Fontenoy Foundation invites you put this learning
into practice with two activities open to all.
The prizes are €1,000 for educational trips and a day’s sailing with Maud at La Rochelle in France.
Prizes will be awarded by Maud Fontenoy on 8 June 2013, World Oceans Day, in Paris.
Water conservationThe Maud Fontenoy Foundation wants primary school students to help save the seas by becoming its Ambassadors.
All classes who want to can take part.
This will begin at the start of the 2012-13 school year.
Each year, the Ambassadors will get together on 8 June, World Oceans Day in Paris, to participate in a Parliament organised by the Foundation.
This pack is available in French, English and Spanishhttp://en.community.epals.com/epals/epals_resources/p/onedrop.aspx

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7/27/2012 1:36:53Gaming in EducationRobyne LuketicAltona, Australialuketic.robyne.r@edumail.vic.gov.auHandsdownwww.altonaps.vic.edu.auGMT +10 hoursJuly - December 2012Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13)Yes8 grades of over 22 students in each gradeThe main goal of the project is to find students around the world who love gaming and see it's relevance in todays education. We are hoping to create games and send the games for reviewing to peers around the globe. We are also hoping to start a blog where we can all share gaming in education resources and software.ICT, Thinking and LearningStudents will be assessed by submitting a fully functioning game that can be reviewed by a peer audience.Any areas of the world will do!Gaming is a universal language but the teacher may need some English!Blogs, WikisTeachers will need to have created safe student email accounts for all of their students as students will be paired together to send emails.http://www.learn4good.com/games/maze/play_online_flash_games.htm

This is where we are starting... making our own Mario Gaming level. We have also used Game maker and Scratch.

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9/1/2012 2:39:52Narnmia and Narni in Italy Giuseppe Fortunati Narnmi , Italy fgiusepp2@tin.ithttp://www.narnia.itgmt +1Sept-junePrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18)YesAt least two schools or 50 kids The main goal of the project is to compare the relationships that individuals have with
The books and film " Chronicles of Narnia" very well know all around the world
see also the web site
www.narnia.it

Education and interculturale project by internet working on line and share information drawing and others Blogs, Social Networks ( i.e. Ning, Facebook), Other collaborative documents

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27th July 2012Gaming for Good in EducationRobyne LuketicAltona Victoria Australialuketic.robyne.r@edumail.vic.gov.au#handsdownwww.altonaps.vic.edu.auGMT +10July to Dec 2012Grade 4-6 (Ages 8-12)Up to 8 grades of 22 students or less. One grade at a time will do!.The main goal of the project is to find students around the world who love gaming and see it's relevance in todays education. We are hoping to create games and send the games for reviewing to peers around the globe. We are also hoping to start a blog where we can all share gaming in education resources and softwareICTStudents will be assessed by submitting a fully functioning game that can be reviewed by a peer audience.All areas of the world will do.Gaming is universal but teacher communication in English?Working with emails (and maybe blogs and wiki)http://www.learn4good.com/games/maze/play_online_flash_games.htm

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Global CollaborationKeith Schroeder Green Bay, WI USAkeitschr@hssd.k12.wi.usIP, Skype or 'vPNwww.hssd.k12.wi.usCSTOngoing beginning September 2010 Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, covers profssional courses tooNoAs many as possibleOurs is a new class at Bay Port High School in Green Bay, Wisconsin, U.S.A. called Global Viewpoints. Our main goal is to get our students to think in more global terms. To accomplish this we will be: Reading newspapers around the globe at least once a week., Researching things that might cause culture shock in our students if they were to travel to various locations, Learn about hurdles in communication between different cultures, Learn how things like religion, language, politics, geography and history influence how a culture develops, Learn as much as we can about as many other cultures as we can. To help us accomplish the above we hope to communicate at least four times during each of our semesters with students from other parts of the world. (1st semester runs September 1,2010 – January 15,2011 and second semester runs January 16, 2011 – June 7, 2011) Topics we would like to cover are: Holidays, traditions, and festivals; Current Events; History and Geography; Cultural norms, religion and politics.World geography, world culturesAny and all areas of the worldNING, youtube, wiki, and any tools we deem appropriate to meet our goals.

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The Monster ProjectTerry SmithUSAsmithterryk@gmail.comtwitter: smithtkhttp://www.smithclass.org/proj/Monsters/index.htmCSTOctober 1- Oct 31 yearlyPrimary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, greater communityCurrently there is a limit of about 30 but could be expandedWe usually have 25 or more schools participating each yearIndividual components are owned .designed by participant classrooms.,All designs are submitted for classes to use the designs of all to create a final friendly Monster. Also have lesson plans, standards, wiki, video, poems, and other forms of expression.

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Project Lead's Chat InformationSchool Web Site:Lead School's Time ZoneDates of Projectall interested peopleIs there a limit to the number of students or schools that can participate in your project?How many schools or students are needed for this project?Project DescriptionSubject Areas AddressedStandards Addressed Project AssessmentAre you seeking partners from specific areas of the world? Does your project involve different languages? Is speaking a second language a requirement?Technology to be incorporated into this project: Project Notes:Project related web sites:

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Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students

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3/15/2013 11:52:23World Top 20 Education PollAlbert Mitchell IICamden, NJ -USAsupport@worldtop20.orghttp://usent.org/World_Top_20.htmlEastern Time Zone - USAOngoing ProjectEarly Childhood Students ( ages 0-3), Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate StudentsYesmoreNeed to reach out to NGO's around the world to develop a data base of 260 nations education system from early-childhood enrollment rates, reading, math, and science level scores, high school and college graduation rates.

The data gathered will be used to track the development levels of each country, to address the World Top 20 Education Poll's mission to Educating Every Child on the Planet.

This new information source will be posted annually and updated every 90 days to assure for its accuracy.

We've published the first poll this month using data from he Organisation for Economic Co-operation and Development (OECD) which ranks 65 nations in their annual index report's Programme for International Student Assessment (PISA) study. Combining with the United Nation’s Economic and Social Council (UNESOC) 54 member’s countries education results, The Economist Intelligence Unit (EIU) 187 nations study, and the Trends in International Mathematics and Science Study (TIMSS) 59 nations and Progress in International Reading Study (PIRLS) 46 nation report studies.

To assure for the poll's accuracy, each country's Ministry of Education Department was contacted to get their comments and approval. If the country states their results were not accurate, we honor their request and graded them accordingly, with the new source of data they provided. However, if a country did not respond, we assume the poll's information is correct.

As we move forward in the project, we need more data from developing nations, which currently don't post or share information.

We hope to build a network to gather the data and encourage nation's to focus on educational levels that need more attention to support their students.
Website information about this year's results are posted on our organization's site.

Which has already, started a national public awareness campaign called "America First or Last Movement" www.usent.org
Need more information.This project will need college students and groups to gather data from their country, that will create their nation's data to add to the project.Again, college students, colleges and educators are welcome to participate in this international project.All language are needed.Blogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, PodcastsContact us at support@worldtop20.org for more information.http://tinyurl.com/btjrvlt
http://tinyurl.com/awwfe7d
http://tinyurl.com/ajvbfb6

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5/12/2013 12:54:51Narnmia and Narni in Italy Stepanov Sergeystepanovmusicreflection@gmail.comhttp://reflectionmusic.ucoz.com/1986 - 2015Preschool Students (ages 3-5), Primary Grade Students (ages 6-9)Yesmore
1. Clinical researches are performed by physicians of Medical Academy in accordance with the Plan.

2. Elaboration of the digital teaching aids is performed by specialists on computer programming of the Institute of System Investigations in accordance with the Plan.



Physiological Base.
Neurophysiological Aspect.
Mathematic Aspect.
Practical Base.

The scientific work " Reflection " is proved with the Author Licence of
Ukraine Ministry of Public Education and Science.State agency of Copyright.

1. Author Licence № 13742 , issued on 21.07.2005.
2. Author Licence № 34130 , issued on 15.07.2010.
3. Author Licence № 39307, issued on 22.07.2011.


A work of music “ Reflection “ is copyright . Author’s Licence is № 39307,
issued on 22.07.2011.
Digital Music Grammar.
Algorithm of Microcycles.
Realization of the scientific Project " Reflection " permits us to understand the most delicate mechanisms of child’s mental activity and to detect new creative abilities. Directed application of the information technologies will help for schoolmasters to improve the quality, speed and efficiency on music teaching of the children. The solution of these questions depends on welfare of the society and desire of every man to contribute towards the future of children.
All are welcome .English.
Ukrainian.
Russian.
Blogs, Standard web pages, Social Networks ( i.e. Ning, Facebook), Other collaborative documents
REFLECTION

Music Teaching Technology for Beginners.
Synapse transmission between neurons in different systems of dimension -
how can it improve the music education for beginners ?
Detail description of the technology " Reflection " You
can read on webpage - http://reflectionmusic.ucoz.com/
http://educationinjapan.wordpress.com/2011/02/04/considering-the-benefits-of-digital-music-grammar-in-a-music-educational-program/
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http://www.m-piremagazine.com/Sergey.html review by Joe Gentile .
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http://theneuronetwork.com/profile/StepanovSergey
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http://www.musiciansnetwork.com/network/Musicology/Education/Digital_Music_Grammar-info101248.html
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http://reflectionmusic.ucoz.com/
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http://www.musicaenclave.com/vol-5-3-septiembre-diciembre-2011/
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http://www.articlesbase.com/science-articles/algorythm-of-microcycles-technology-for-beginners-6070295.html
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http://www.facebook.com/pages/Stepanov-Sergey/283876851684053
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https://twitter.com/1_reflection
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http://www.surveymonkey.com/s/7XPYL5X
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http://soundcloud.com/stepanov-sergei/reflection-1

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[1] Continue with #55 --ricketts.robin4 October 2, 2011 7:32:23 AM EDT