Teachers are key to the effective use of information and communication technology (ICT) in schools. Effective teacher professional development for ICT integration must be long-term with multiple engagements, customized to teachers' needs and realities, modeled and reflected upon by teachers, help teachers plan for classroom usage, provide teachers with practice and feedback, and have opportunities for revision. It must also be supported and incentivized from above.
Teachers are key to the effective use of information and communication technology (ICT) in schools. Effective teacher professional development for ICT integration must be long-term with multiple engagements, customized to teachers' needs and realities, modeled and reflected upon by teachers, help teachers plan for classroom usage, provide teachers with practice and feedback, and have opportunities for revision. It must also be supported and incentivized from above.
This newsletter summarizes activities from the Global Connections and Exchange (GCE) program, which connects students in the US and Southeast Asia. It discusses several online exchange projects between 650 students in 30 classes discussing daily life through photography. It also describes how GCE has helped teachers integrate technology into diverse subjects like science, Russian, and military skills. The newsletter highlights how alumni are launching community projects and a videoconference between Kyrgyzstan schools on undergraduate studies.
Global Connections and Exchange is a program of the United States Department of State’s Bureau of Educational and Cultural Affairs.
Digital Youth Dialogue is funded by the United States Embassy in Kyrgyzstan.
The U.S. Diplomacy Center has launched a new interactive website to educate high school and college students about diplomacy and the work of the State Department. Through videos, audio, images and interactive elements, the site covers the basic questions about diplomacy, who participates in it and where, as well as the international issues addressed. The site is designed to reach new audiences nationally and provide educators with a resource for teaching about diplomacy and the State Department. It will also help individuals planning visits to the Department or embassies worldwide.
Zina Kabylbek kyzy, Amanda Japarova, and Daria Azina, three TAG Alumni, came to the United States in October 2011 to meet successful women
leaders, see how youth use technology to benefit their education, and to gain first-hand experience in how American youth participate in community service and extracurricular activities in their schools and neighborhoods.
The document summarizes activities of the Digital Youth Dialogue (DYD) and Global Connections & Exchange (GCE) programs. It discusses how:
1) The Deputy Minister of Education learned to use Skype and discussed school issues virtually with directors.
2) A GCE teacher played a role in organizing an education conference on using technology to enhance learning.
3) Students and teachers participated in Skype calls to get advice on exams and learn new skills.
4) Schools connected online to share experiences and information across borders.
5) Libraries launched websites and held trainings to improve services through new technologies.
The document outlines a student's proposed project to conduct a tolerance workshop and donate clothes, books, and toys to children at an orphanage. The goal is to make the orphanage children happy and show them that others care about them. To achieve this, the student will organize a group of eight girls to hold the workshop and deliver donated items. They will develop activities on tolerance and games for the workshop. The student will also collect donated goods from their school to bring to the orphanage. The expected result is for the orphanage children to feel less alone and know that others care about them.
The document outlines a concert being organized by Begimai Bayasova for residents of a nursing home on April 4, 2011. The goals are to cheer up and make the elderly and disabled residents happy since many do not have family or relatives. Begimai and about 11 friends will perform 5 songs and dances for the residents, bringing musical equipment. They expect the concert will excite the residents and make their lives happier and more pleasant, leaving an unforgettable impression.
Helping Orphans; The document outlines a community service project organized by Raimjanova Guzal in Osh, Kyrgyzstan to help orphans. The project aims to provide gifts, food, and games to children at an orphanage to make them happy and give them hope for the future. Guzal will organize a group of 5 friends, get financial help from her mother, buy toys, books and food, and visit the orphanage on April 16th to spend time with the children. The goal is to show the orphans that people care about them and help them feel hopeful about their futures.
The document outlines a student's plan to organize tutoring sessions for younger students to improve their reading skills. The student aims to form a group of 10 students and hold classes twice a week after school to teach faster reading comprehension. The goal is for students to enhance their reading and writing abilities by the end of the tutoring project through use of textbooks, pens, pencils and exercise books during the scheduled lessons.
Aisalkyn Bainazarova organized a group of six girls to visit an orphanage house in Jalal-Abad every Sunday to spend time with the children living there. The group aimed to bring kindness, warmth and support to the orphans by talking, playing games, reading books, teaching gardening, having lunch together, and collecting donated clothes. The children responded positively and thanked the group for visiting, saying they looked forward to their next visit.
Organizer Kristina aims to help disadvantaged families in her community gain computer literacy. She invites children from low-income families to her home to teach them basic computer skills like using a mouse, Microsoft programs, and the internet. Her goals are to teach students how to operate computers, manipulate files, use internet resources, and improve their software skills. She plans to continue one-on-one lessons at her home and local centers. Eventually, she hopes the students can teach others in the neighborhood so more youth gain technological skills. Her expected results are building social networks, providing opportunities for disadvantaged children, and helping them become contributing community members.
The document outlines a Global Youth Service Day project to help orphaned children in the author's town. The goal is to organize an event at the local children's home to make the children happy and show them they have people who care about them. The proposed activities include a small party with games and competitions, and giving prizes to the winners. The author plans to ask their mother and friends for help carrying supplies like toys, art supplies, and snacks for the event. The hoped for result is bringing happiness to the children for a day and the author feeling confident they can help others in need.
The document outlines a student's proposed GYSD project to help underprivileged school children in need. The student aims to organize other students to volunteer at the school on a Saturday to provide clothes, gifts, school supplies and lessons to children from poor families. The plan involves recruiting volunteers, hosting games and lessons, providing lunch, and distributing supplies. The student believes this will help the children be happier and do better in their studies. Resources needed include a classroom, kitchen assistance, money for supplies and snacks, and clothing donations. The student hopes the project will improve the lives of the children in need.
2. Смена ролей
• Роль учителя:
1. Управлять учебным процессом - не быть его источником
2. Наставник – наставлять и поощрять учащихся находить
индивидуальный путь к получению знаний
3. Соученик – учитель также узнает много нового
4. Оценивать – оценивает, комментирует и реагирует на
работу учащегося
5. Созидатель – разрабатывает новое содержание и
учебные идеи для учащихся (но всегда в рамках
программы)
3. Смена ролей
• Роль учащегося:
1. Исследователь – ряда источников информации
2. Изучает – информацию, мнения, идеи и концепции
3. Анализирует – вопросы и проблемы
4. Находит решения
5. Экспериментирует, выдвигая гипотезы
6. Созидает, используя творчество и воображение
для выражения мыслей и чувств
7. Оценивает собственные показатели
успеваемости: что необходимо сделать, чтобы
улучшить результаты?
4. Сообщество специалистов-практиков
• Сообщество специалистов-практиков
• Решение проблем
• Запросы о предоставлении информации
• Поиск опыта
• Повторное использование активов
• Координация и взаимодействие
• Обсуждая события
5. С учебной программой на основе
ИКТ учащийся может…
• Выбирать и работать автономно
• Освободиться от рамок ограниченных одним учебником
• Использовать ряд учебных стратегий для выявления контрастов,
сравнений и связей между явлениями и предметами
• Обогащать и/или расширять контекст обучения
• Использовать широкий ряд аналитических и критических
методологий обучения
• Менять структуру текста и данных для различных аудиторий и
целей
• Составлять презентации (самостоятельно и в группе)
• Использовать и разрабатывать специализированные программы
в учебных целях по различным предметам
6. Что можно сделать?
• Участвовать в развитии э-контена, а не
быть только потребителем:
• Создавать образовательные веб-страницы и
порталы
• Создавать и развивать онлайн словари
• Принять участвие в развитии Википедии
• Ввести свой блог
• Участвовать в локализации ПО, FOSS
• Участвовать в форумах, вебинарах,
конференциях
• Создавать свои учебные курсы/материалы