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Teachers Without Borders

UNESCO IITE | Publications | "Open Educational Resources in Brazil: State-of-the-Art, C... - 0 views

iite.unesco.org/...3214695

publications unesco resources brazil innovation OER

shared by Teachers Without Borders on 24 Jan 12 - No Cached
  • Teachers Without Borders on 24 Jan 12
     
    The book "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation"(author - Andreia Inamorato dos Santos)  has been out of print. This is the second IITE publication within the series of case studies summarizing best practices of OER development in non-English-speaking countries. The study contains an overview of the Brazilian educational landscape, national educational policy and the strategies of ICT use in education. The author describes existing open digital content repositories with due emphasis on the copyright situation and considers several examples of successful international OER projects which involved Brazilian partners. The book is destined for those who study OER initiatives and projects on a national scale as well as promotion of OER movement worldwide. 
Martyn Steiner

Innovative Classroom Practice Using ICT in England - 2 views

collections-r.europarchive.org/...1.%20ITE%20Rep%20Intro.pdf

education ICT research classroom practice OER TWB

shared by Martyn Steiner on 24 Mar 12 - No Cached
  • Martyn Steiner on 24 Mar 12
     
    A study that describes some case studies of innovative uses of ICT in education in England.
Teachers Without Borders

EVOKE -- a crash course in changing the world | A World Bank Blog on ICT use in Education - 0 views

blogs.worldbank.org/...h-course-in-changing-the-world

EVOKE serious games socialchange socialissues Africa developing nations

shared by Teachers Without Borders on 03 Apr 10 - Cached
  • Evoke emerged from discussions with universities in Africa who increasingly wanted to find avenues to encourage their students to engage in local communities and develop innovative solutions to local development challenges. The universities were searching for ways to engage students in real world problems and to develop capacities for creativity, innovation, and entrepreneurial action that many believe will be the engine for job creation now and in the future.
  • Evoke  therefore is designed to empower young people all over the world, and especially in Africa, to start solving urgent social problems like hunger, poverty, disease, conflict, climate change, sustainable energy, health care, education, and human rights.; to collaborate with others globally; and to develop real world ideas to address these challenges.Players will be challenged to complete a series of ten missions and ten quests -- one per week, over the course of the ten-week game.   The "text book" for this course is an online graphic novel written by Emmy-award nominated producer Kiyash Monsef. 
  • The game's creative director, alternate reality pioneer Jane McGonigal, is debuting the game at this week's TED conference in Long Beach, California.  As she describes the game, "An evoke is an urgent call to innovation.  When we evoke, we look for creative solutions. We use whatever resources we have. We get as many people involved as possible. We take risks. We come up with ideas that have never been tried before. That's what we're asking players to do in this online game. To learn how to tackle the world's toughest problems with creativity, courage, resourcefulness and collaboration."
Teachers Without Borders

Enabling Education Network - EENET - 0 views

www.eenet.org.uk

education inclusive education

shared by Teachers Without Borders on 21 Mar 12 - Cached
  • Teachers Without Borders on 21 Mar 12
     
    EENET is an inclusive education information-sharing network, open to everyone. We help a wide range of people to access information and we encourage critical thinking, innovation and conversations on issues of inclusion, equity and rights in education.
Martyn Steiner

MIT OpenCourseWare | Media Arts and Sciences | MAS.714J Technologies for Creative Learn... - 0 views

ocw.mit.edu/...index.htm

mit opencourseware ICT classroom teacher training course education OER TWB

shared by Martyn Steiner on 01 Feb 12 - Cached
  • Martyn Steiner on 01 Feb 12
     
    This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.
Teachers Without Borders

Breaking Free from Myths About Teaching and Learning - 0 views

www.ascd.org/...109041.aspx

teacher_development teacher in-service ASCD teacher education

shared by Teachers Without Borders on 30 Dec 10 - No Cached
  • Teachers Without Borders on 30 Dec 10
     
    Breaking Free from Myths About Teaching and Learning: Innovation as an Engine for Student Success
Teach Hub

18 Inclusion Strategies for Student Success - 3 views

bit.ly/emTNPN

teachers teaching edu education student student success teacher strategies co-teaching strategies

shared by Teach Hub on 12 Apr 11 - No Cached
  • Teach Hub on 12 Apr 11
     
    If you are a teacher of students within an inclusion classroom, then you are probably a creative, caring, patient, innovative, resourceful, structured, and flexible person. Whew!
Teachers Without Borders

In Zimbabwe, school grants provide equal learning opportunities to girls | Ba... - 0 views

www.educationandtransition.org/...earning-opportunities-to-girls

zimbabwe school learning girls girls' education education UNICEF

shared by Teachers Without Borders on 22 Dec 11 - No Cached
  • BULILIMA, Zimbabwe, 7 December 2011 – After completing the fourth grade at the top of her class, 13-year-old Ellen Mbedzi was forced to drop out of Mafeha Primary School in Bulilima, a district in south-western Zimbabwe. Her unemployed father did not see the value of spending the family’s limited resources on a girl.
  • Ellen became a recipient of the Basic Education Assistance Module (BEAM) programme, a school grant programme that helps disadvantaged children stay in school, or, in Ellen’s case, return to the classroom. Her school also received support from the Education Transition Fund (ETF), which provided textbooks in four core subjects – math, English, environmental sciences and a local language – to every student in the school.
  • ETF, an innovative partnership of the government, UNICEF and the international donor community, offers large-scale support to the education sector, and provides much-needed resources and textbooks to every primary school. So far, 15 million textbooks were distributed around the country, and an additional distribution of 7 million is planned.
Gwen Stamm

Roots of Empathy -- Welcome - 1 views

www.rootsofempathy.org

teach_empathy_compassion

shared by Gwen Stamm on 08 Jul 10 - Cached
  • Roots of Empathy is a powerful idea whose time has come. An evidenced-based charitable organization, its mission is to build caring, peaceful, and civil societies through the development of empathy in children and adults. Its vision is to change the world - one child at a time.
  • Roots of Empathy is considered a model of social innovation and has two evidence-based programs: a flagship program of the same name for children in elementary school (Roots of Empathy) and its "younger sibling," a program for children ages three to five in childcare settings Seeds of Empathy.
  • Independent evaluations consistently show children who receive Roots of Empathy experience dramatic and lasting effects in terms of increased positive social behaviour (sharing, helping and including) and decreased aggression.
Voytek Bialkowski

Discover Human Rights Institute - The Road to Peace: A Teaching Guide on Local and Glob... - 0 views

www.discoverhumanrights.org/22-4a97-afa7-918957e53e86.html

human_rights_education human_rights OER case_study glossary activities

shared by Voytek Bialkowski on 01 Mar 10 - Cached
  • THE ROAD TO  PEACE:  A Teaching Guide on Local and Global Transitional Justice
  • With creative, thought-provoking, and innovative lesson plans, this comprehensive teaching guide introduces students to the concept of transitional justice through:
  • Lessons on the root causes and costs of war and conflict Overview of human rights and different transitional justice mechanisms
  • ...4 more annotations...
  • In-depth country case studies
  • Individual case studies on human rights abuses
  • Conflict resolution and peer mediation exercises
  • Transitional justice glossary
  • Voytek Bialkowski on 01 Mar 10
     
    Excellent, thorough open curriculum material focusing on human rights within the larger context of peace & conflict education and local and global transitional justice studies. Takes a direct approach to war, conflict resolution & other topics via activities, peer mediation excercises, various group-focused activities. Includes comprehensive glossary & further reading materials. PP.
Teachers Without Borders

An international digital library for children | A World Bank Blog on ICT use in Education - 0 views

blogs.worldbank.org/...icdl-1

TWB library children international UNESCO WorldBank ICT4D ICT

shared by Teachers Without Borders on 19 Dec 09 - Cached
  • At the heart of Bederson's wide-ranging talk (and indeed at the heart of the ICDL itself) is a belief in the value and importance of child-centered design. Notably (and rather famously, in some quarters) the ICDL utilizes children as design partners in the development of the digital library, and how it is used.  Adopting this approach sometimes yields approaches that, at least for many in the audience in Hangzhou, were rather surprising.
  • The ICDL (not to be confused with the International Computer Driving Licence, which shares the same acronym) is dedicated to building a collection of "outstanding children's books from around the world and supporting communities of children and adults in exploring and using this literature through innovative technology designed in close partnership with children for children". The ICDL, which is part of the World Bank-funded READ project in Mongolia, currently features children's books in over 50 languages and receives over 100,000 visitors a month to its web site.
  • These are representative questions of some of the desires for books that children express to the ICDL, and its on-line presence is organized and searchable in a way that can help meet such demands.   Observing that children are not well served by most existing dictionaries, Bederson and his colleagues use definitions from children themselves, and then enable children to rate each other's definitions. By incorporating teams of children into all stages of the design and development of the various component parts of the library, the ICDL team is able to be guided by what children want, and how children act.  Given the strong research focus of project principals, findings from the ICDL experience are being well documented and made publicly available.
Teachers Without Borders

2010 HASTAC/MacArthur Foundation Digital Media and Learning Competition at mLearning Af... - 0 views

mlearningafrica.net/...media-and-learning-competition

HASTAC MacArthur learning competition

shared by Teachers Without Borders on 30 Dec 09 - Cached
  • Aligned with National Lab Day as part of the White House’s Educate to Innovate Initiative, the 21st Century Learning Lab Designer awards  will range from $30,000-$200,000. Awards will be made for learning environments and digital media-based experiences that allow young people to grapple with social challenges through activities based on the social nature, contexts, and ideas of science, technology, engineering and math.
Teachers Without Borders

Beyond Teaching to the Test | IREX - 0 views

www.irex.org/...beyond-teaching-test

China students education exams

shared by Teachers Without Borders on 21 Dec 10 - No Cached
  • Yet despite its overwhelming success with exams, China’s education system still lags in a number of areas, not the least of which is its ability to teach analytical thinking. Focusing almost solely on preparation for benchmarking tests and entrance exams, the Chinese classrooms I visited in my previous work in China offered few interactive learning and problem-solving opportunities, and student-led extra-curricular activities remain relatively rare. Students I encountered in both rural and urban areas of China were often extremely bright, yet many struggled to verbalize their own opinions or respond to questions that probe beyond the factual level.
  • Students I encountered in both rural and urban areas of China were often extremely bright, yet many struggled to verbalize their own opinions or respond to questions that probe beyond the factual level.
  • The program’s innovative curriculum provides a fresh departure from conventional lecture-based learning, yet it also builds upon the requirements of Chinese university entrance exams to ensure buy-in from students and teachers who know their success depends on exam performance. Within the collaborative atmosphere of these student newsrooms – in which student writing is not graded by the teacher, but is critiqued in peer discussions – students are gaining a rare opportunity to be a part of a cooperative and interactive learning environment and to voice their own opinions about issues in their community.
stephknox24

Factors that Promote Implementation of Peace Education Training - 0 views

jspc.library.wisc.edu/...article6.html

shared by stephknox24 on 22 Dec 10 - No Cached
  • What factors influence whether or not teachers trained in peace education actually teach about peace?
  • It involves getting the adult students to express their concerns about violence in their lives, presenting an analysis of different peace strategies, and arguing that teaching about alternatives to violence is an effective way to deal with the threats of violence both in schools and in the broader community.
  • The objectives of the course are to explore the role of violence in the lives of students, to consider the effect of violence upon educational practices, to examine how peace education can help deal with violence, and to provide examples of peace education activities and curricular ideas.
  • ...18 more annotations...
  • The main hypothesis of this study is that theoretical knowledge about violence and nonviolence is not enough to motivate teachers to become peace educators. They need further support, either in their personal or professional lives, to pick up this new curricular area.
  • Lantieri and Patti say that coaching and practice are key components in whether or not teachers used the peace education material in which they received training:
  • to mentor their development as peace educators.
  • district-wide support
  • peace education should not just be an add on used by a few teachers, but rather should involve all levels of the school.
  • teacher training
  • A supportive administration
  • rganization siz
  • specific characteristics of the program, school-based factors and community support.
  • Much training in peace education comes from outside consultants and is limited. As a result educators are not trained in conflict resolution as extensively as they are in subject areas, so that they may feel insecure about pursuing it in their classes.
  • if the participants in this study find that peace education provides immediate benefits, they are more likely to incorporate into their educational practices.
  • he presence of a supportive administrator is the most important ingredient in whether a particular innovation gets adopted
  • personal friendships and kinship ties provide support for these individuals to become peace educators.
  • One course alone will not begin to make a peace educator.
  • From these responses it can be concluded that knowledge of subject matter is a necessary but not a sufficient condition for peace education curriculum reforms. Professional educators also need personal and professional support for a world view that embraces peace in the midst of a violent culture that glamorizes violence.
  • Family support, feelings of urgency, and professional factors like administrative support and positive school climate help teachers deal with the overwhelming nature of this subject matter
  • How can school leaders provide a climate that supports the use of peace education curricula?
  • The impact of peace education upon students is very hard to assess because students could take years to transfer learning about nonviolence into positive peaceful behaviors. Because of the complex factors that influence human behavior, it is almost impossible to demonstrate that a teacher's activities result in a specific behavior on the part of a student. What this study does show is that teachers feel they benefit from learning about peace strategies and that incorporating peace education reforms has positive benefits for professional educators struggling to deal with problems of violence.
  • stephknox24 on 22 Dec 10
     
    Factors that impact the Implementation of Peace Education Training
Teachers Without Borders

Jiang Xueqin: The Test Chinese Schools Still Fail - WSJ.com - 1 views

online.wsj.com/...3766704576008692493038646.html

China PISA standardized tests testing education

shared by Teachers Without Borders on 04 Jan 11 - No Cached
  • It's ironic that just as the world is appreciating the strengths of China's education system, Chinese are waking up to its weaknesses. These are two sides of the same coin: Chinese schools are very good at preparing their students for standardized tests. For that reason, they fail to prepare them for higher education and the knowledge economy.
  • So China has no problem producing mid-level accountants, computer programmers and technocrats. But what about the entrepreneurs and innovators needed to run a 21st century global economy? China's most promising students still must go abroad to develop their managerial drive and creativity, and there they have to unlearn the test-centric approach to knowledge that was drilled into them.
  • Both multinationals and Chinese companies have the same complaints about China's university graduates: They cannot work independently, lack the social skills to work in a team and are too arrogant to learn new skills. In 2005, the consulting firm McKinsey released a report saying that China's current education system will hinder its economic development.
  • ...4 more annotations...
  • Even Shanghai educators admit they're merely producing competent mediocrity.
  • This year the Chinese government released a 10-year plan including greater experimentation. China Central Television's main evening news program recently reported on Peking University High School's curricular reforms to promote individuality and diversity.
  • Shanghai's stellar results on PISA are a symptom of the problem. Tests are less relevant to concrete life and work skills than the ability to write a coherent essay, which requires being able to identify a problem, break it down to its constituent parts, analyze it from multiple angles and assemble a solution in a succinct manner to communicate across cultures and time. These "critical thinking" skills are what Chinese students need to learn if they are to become globally competitive.
  • One way we'll know we're succeeding in changing China's schools is when those PISA scores come down.
Teachers Without Borders

Experts discuss the challenge of achieving universal, quality education | Bac... - 0 views

www.educationandtransition.org/...ng-universal-quality-education

World Economic Forum Davos EFA MDG education Uganda

shared by Teachers Without Borders on 10 Feb 11 - No Cached
  • “Kids are enrolling in school in much greater numbers than ever before,” she said, “but that really masks the fact that they’re actually not learning very much. One example is that in Uganda, half the kids in third grade can’t read a single word.”
  • “We know how to train teachers. We know how to put in curricula. We know what the right things to do for kids are to give them all the right skills,” added Mr. Wong. “But the investment required, and the time and the commitment, is not there if you don’t have the political support.”
  • A Brookings Institution analysis of the wealthiest philanthropic donors in the United States found that global education was a very low priority for them. Ms. Winthrop said she believed this was because a focus on enrolment – which is on track to meet the Millennium Development Goal on education – has “lulled people into thinking that the global education agenda is done, check, we can cross that off the list.”
  • ...1 more annotation...
  • “It’s not just [about] putting them into school…. It’s making sure they’re coming out with the right skills that make them employable and make them so creative and innovative that they might actually go ahead and start their own business.”
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