Plan Ceibal is an Uruguayan initiative that provides every public primary and secondary school student and teacher with an OLPC laptop and free internet access. It aims to improve education quality and equity through technological innovations, teacher training, and community involvement. The Ceibal en Ingles project teaches English remotely to students in grades 4-6 using a blended learning model with online lessons, local teachers, and videoconferencing with foreign teachers. It was initially piloted and then expanded nationwide due to a lack of English teachers within the Uruguayan education system.
This represents the impact of technology on education across the globe. Various inventions has given a considerable amount of contribution in education sector and making it interesting enough to learn, with right amount of exposure.
This represents the impact of technology on education across the globe. Various inventions has given a considerable amount of contribution in education sector and making it interesting enough to learn, with right amount of exposure.
Enhancing social inclusion through innovative mobile learning in Uruguay. Cri...eraser Juan José Calderón
Case study by the UNESCO-Fazheng project on best practices in mobile learning titulado "Enhancing social inclusion through innovative mobile learning in Uruguay" de Cobo Romaní, Cristóbal [Author] , Rivera Vargas, Pablo [Author] , Miao, Fengchun [Editor] , Domiter, Anett [Editor] publicado en 2018.
Remote Teaching, Distance Learning, Team Teaching or Blended Learning?Graham Stanley
Presentation prepared for the Teacher Education conference (TEC14) in Hyderabad, India (featured speaker) in February 2014.
Due to a lack of of qualified and experienced teachers in Uruguay, English is being taught in primary classes all across the country via video conferencing, using teachers from elsewhere (including Argentina, the Philippines and Mexico). Because there are two teachers, a classroom teacher (CT) and a remote (RT), a new type of methodology is being developed that combines elements of distance learning, team teaching and blended learning, but which also requires a unique approach.
More details: http://www.britishcouncil.in/programmes/english-partnerships/teacher-educator-conference/teacher-educator-conference-2014
Similar to Remote teaching for Plan Ceibal in Uruguay a road to democratisation (20)
An English quality strategy for vocational education in Saudi Arabiav3Paul Woods
Over 30 English medium TVET colleges have been established in Saudi Arabia by the Colleges of Excellence initiative. Early results on PET and KET exams were disappointing. A six-month project using consultants addressed the issues and developed a quality strategy for English in TVET.
Christians and social media, being aware, being equipped and being a good wit...Paul Woods
How should a Christian make the best use of social media? 13 key questions to ask yourself, some pitfalls to avoid, and the biblical justification for what and how you post.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
Dostoevsky's Grand Inquisitor claimed to have corrected Christ's work and refounded it on the three-legged stool of Mystery, Miracle and Authority. Like Jesus in the desert, we too face the seductions of material comfort , power and security. Are we following Him, or are we lured by the attraction of material things, earthly power or false security?
Everything you need to know about studying in the UK Paul Woods
A "Cooks Tour" around the Education UK website showing how to search for courses, links to scholarships, applying for a visa, the cost of living as a student and things to do in your spare time!
The english language crystal ball faapi v1 [recovered]Paul Woods
The English Language crystal ball: a glimpse in to the future of ELT and an example of where it's already happening. Talk given with G Madera at FAAPI Conference 2013, Buenos Aires
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Remote teaching for Plan Ceibal in Uruguay a road to democratisation
1. Remote Teaching for Plan Ceibal in
Uruguay: a Road to Democratisation
Paul Woods English
Adviser
British Council Uruguay
and
Analia Ferraro, Coordinator,
AACI
2. • The context – Plan Ceibal in Uruguay
• The Ceibal en Ingles Project – Pilot and
Expansion Phase
• Ceibal en Ingles – AACI’s involvement
The Context - bringing digital media to
every household Video Clip
3. What is Plan Ceibal?
• A Uruguayan initiative to implement the “1
to 1” model to introduce ICT in public
primary and secondary schools.
• Has delivered over 500,000,000 laptops to
all students and teachers in the primary
education system and no-cost internet
access throughout the country.
• Impact includes increased self-esteem in
students, improved motivation of
students and teachers as well as active
participation by parents (94% approve)
4. Success is due to
technological innovations
training plan for teachers in
primary education
active inclusion of the
society, teachers and
parents in the project
successful design and
implementation of a
monitoring and evaluation
model
5. Began during the regime of Tabaré Vazquez as
a pioneer project to remove the digital gap
3 principal values:
1. distributing technology,
2. promoting knowledge
3. generating social equity.
Named after a Uruguayan flower called “ceibo”
(Cockspur coral tree). Ceibal = "Conectividad
Educativa de Informática Básica para el
Aprendizaje en Línea").
OLPC XO computers nicknamed "ceibalitas".
6. General Aims
To improve the quality of education
through the new technological
system.
Providing computers to every
scholar and teacher of the public
education, promote the same
opportunities for all.
To develop a culture based on
collaboration between children, a
child and teacher, teachers with
each other, families and school.
To promote a sense of technology in
the pedagogical community.
Supply students with XO laptops
7. Specific Aims
To promote the laptops as a useful
tool in the schools.
To offer the teachers suitable
technological and pedagogical
training in using the new
technologies.
To produce educational resources,
with the new technological tools.
To inspire an innovative mind in the
teachers.
To assure the development of the
project by providing a support
system and technological assistance.
To involve parents in the
implementation of the project, not
only in schools, but also at home
8. 1:1 learning - OLPC classroom devices
“OLPC's mission
is to empower the
world's poorest
children through
education”
Nicholas
Negroponte, MIT
“As the pace of change in
the world increases
dramatically, the urgency
to prepare all children to
be full citizens of the
emerging world also
increases dramatically”.
“What children lack is not
capability, it is opportunity
and resources.
In the first years of OLPC
we have seen two million
previously marginalized
children learn, achieve
and begin to transform
their communities.”
11. Motivating
factors 3.
Even at a
very early
age pupils
can access
the vast
range of
resources
on the
internet
12. Key Findings in
Uruguay:
• Internet via school (32%
2006 67% 2008)
• Children take two weeks to
learn to handle the XO. Most
learned by individual
exploration.
• 50% of teachers use XO at
least once a week, 21%
almost daily.
13. •92% of children use XO for
homework.
•Browse activity is most
preferred
•Activities such as Write, Paint,
and Memorize less preferred by
children in higher grades.
•Access to the XO not only
closes the gap in access to
computers and levels the
students who don’t have a
computer at home with the ones
who do.
14. How do children use the Laptops outside
school?
Hours of use outside
school
Hours per week % of children
Up to 3 hrs
3-7 hrs approx
7 – 14 hrs approx
14 – 20 hrs
Over 20 hrs
Not used at
home
Total
Hours of use outside
School per week
Average: 10 hrs 20 min
Median: 7 hrs
Percentiles:
25 - 3 hrs 30 min
50 - 7 hrs
75 – 13 hrs
A L Martinez: :Plan Ceiba -: evaluación y lecciones aprendidas en la primera experiencia 1 a 1 a
nivel nacional
15. In what way do children use the laptop and
with whom?
How do they acquire the knowledge?
With help from a
teacher Individual self
discovery
In Pairs
Has the child taught someone else to use
the XO?
Whom?
Parents: 73%
Siblings: 46%
Other children:
42%
Teachers: 9%
A L Martinez:Plan Ceibal: evaluación y lecciones aprendidas en la primera experiencia 1 a 1 a
nivel nacional
16. Laptops in Use in Schools in the Americas
North America
Canada 5,000 OLPC laptops
Mexico 50,000 OLPC laptops
United States of America 16,500 OLPC laptops
65,000 Apple Mac notebooks
25,000 Dell laptops
Caribbean and Latin America
Argentina 60,000 OLPC laptops (La Rioja)
1800,000 Intel Classmates
350,000 netbooks
Venezuela 500,000 Intel Classmates
Colombia 20,000 OLPC laptops
Haiti 13,000 OLPC laptops
Peru 870,000 OLPC laptops
Uruguay 510,000 mostly OLPC laptops
Brazil 1,500,000 Intel Classmates
Paraguay 4,000 OLPC laptops
17. What are some of the criticisms elsewhere?
Lack of teacher training and ongoing support
OLPC gives underprivileged children laptops and "walks
away“: this "drive-by" implementation model was the
official strategy of the project. Nicolas Negroponte -
"You actually can" give children a connected laptop and
walk away
Experiences with self-guided learning in India (Sugata
Mitra).
“Laptops are getting opened and turned on, but then kids
and teachers are getting frustrated by hardware and
software bugs, don't understand what to do, and
promptly box them up to put back in the corner.“ (Intern
in Peru)
18. Decision Taken
All children in grades 4
to 6 in state Uruguayan
schools would learn
English as a foreign
language
A competitive invitation
to bid was issued by Plan
Ceibal
Three other
organisations were
involved in the bidding
process
19. Scenario
>2400 state schools but
only 145 had English
classes taught by trained
teachers of English
Not enough human
resources within the
system
Solution was to teach
remotely using
telepresence technology
20. Solution Proposed
Blended Mode English
Language Learning
Plan Ceibal Ingles - pilot
then expansion phase
English lessons to
children in grades 4 to 6
in state schools
Online English course
for Spanish-speaking
teachers
21. Implications
Curriculum and syllabus
design
Detailed lesson planning
Materials development
CREA Platform - Content
Management System
Lessons
Forums
Messaging
22. Culturas’ Involvement
• AACI in Buenos Aires
involved from the outset
• The Anglo in Uruguay is
one of 5 Uruguayan
institutions contracted
directly by Plan Ceibal
to deliver lessons
remotely
• Some initial discussions
with Culturas in other
countries, including
Paraguay, Chile and
Peru
23. The Remote Teaching Model
Local classroom:
•TV screen showing
remote teacher
•Lesson materials shown
via Webex, Promethean
software
2-way video & audio
Remote teacher
using video-conferencing
“This is Uruguay's problem: 40% of children who attend
public schools come from the poorest fifth rung of society. And
out of this fifth, just 3% makes it to college. Through Plan
CEIBAL we decided to take a chance on making a change and
to find a way out of this crisis we live in.”
Miguel Brechner, Plan Ceibal
Joint lesson
planning
Students with
Classroom
laptops
Local class
teacher
managing activity
30. Thank you for listening!
paul.woods@britishcouncil.org.ar
Aferrarro??????
31. A L Martinez:Plan Ceibal: evaluación y lecciones aprendidas en la primera experiencia 1 a 1 a nivel nacional
Editor's Notes
Do laptops in schools promote learner autonomy and achievement in English Language learning? I will review some research findings which suggest the jury is still out, including recent research into the use of laptops in Peru which suggested that although using laptops improved students’ IT skills, it had little or no effect on test results in English and Maths. I will refer to other projects which suggest students achieve significant results on their own using a laptop with little or no teacher input. Research in Peru into the use of One Laptop Per Child netbooks was recently reported widely in the press and seemed to show that giving children laptops did not lead to measurable improvements on tests of English proficiency. However, the jury is still out! The British Council has been working closely with Ministries of Education and other institutions in the Southern Cone to help teachers to maximise the use of computer-based materials and has seen a dramatic increase in hits on its websites for learners. Training for teachers is vital in achieving results!
I will describe an innovative project with Plan Ceibal in Uruguay to deliver English lessons in primary schools using remote teachers located in the capital city or in other countries, supported by classroom teachers with very little or no knowledge of English . The British Council is managing the proof of concept phase for this project , which involves delivering lessons remotely via videoconference from Buenos Aires and Bogota to classes in Uruguay. All the pupils have OLPC laptops and access to materials including games and songs from the LearnEnglish Kids website. In theory the pupils can continue their learning at home, and by making learning English fun we hope to motivate learners to acquire English language skills both in side and outside the classroom. Classroom teachers are taking an online language improvement course, LearnEnglish Pathways and their motivation levels are maintained by support via a moodle site with online discussion groups, e-moderation, and regular virtual meetings with the online tutor.
It is very early days yet to assess how success this approach will be, but we hope to be able to demonstrate that, with sufficient support, appropriate training for classroom teachers and appropriate materials for the pupils, that learners can achieve measurable results through lessons delivered via telepresence technology, supported by classroom teachers with only a very limited knowledge of English.