K-12: Connecting outside your zipcode
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International Education Week Activity Toolkit

International Education Week Activity Toolkit | K-12: Connecting outside your zipcode | Scoop.it
International Education Week is just around the corner!Join us in celebrating this event whether you are new to Global Gateway or a seasoned veteran!
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K-12: Connecting outside your zipcode
A collection of organizations and projects for connecting classrooms outside their local community. Projects connecting classrooms to community will also be considered. Send recommendations.
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ReportGirlsEqualRightEducation.pdf

Realisation of the equal enjoyment of the right to education by every girl

The Office of the United Nations High Commissioner for Human Rights
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Power of Digital Age Learning Shared with Malaysian Ministry of Education Coaches Responsible to Train 11,000 School Principals

Power of Digital Age Learning Shared with Malaysian Ministry of Education Coaches Responsible to Train 11,000 School Principals | K-12: Connecting outside your zipcode | Scoop.it
Today, the International Society for Technology in Education (ISTE®) and the Malaysia Digital Economy Corporation (MDEC) announced the completion of an educator professional development program that prepares Malaysian educational leaders to share the power of digital age learning with more than 30,000 students around the Southeast Asian country. Eighty-five Malaysian educators have completed the ISTE Coaching Certificate Program that uses blended instruction to train coaches who will prepare school principals to transform instruction through the integration of digital age skills and computational thinking.
“Through our collaboration with MDEC, Malaysian educators are empowered to bring authentic digital age learning to students across their country,” said Cheryl Scott Williams, ISTE interim CEO. “It’s exciting to work with global partners, such as MDEC, who share our vision for transforming learning through the effective use of technology.”
Through the certificate program, participants worked with administrators at local schools, representing a reach of approximately 90 schools, 3,500 teachers and 40,000 Malaysian students.
The certificate program used blended instruction, comprised of on-site trainings by a team of ISTE faculty in the Malaysian regions of Enstek, Kedah and Sarawak, as well as two online courses. The participants were introduced to the ISTE Standards and Essential Conditions for learning, teaching and leading in the digital age. The curriculum explored digital age learning topics such as student-centered learning, computational thinking, and exploring and connecting tools to content.
In an interview for entrsekt, ISTE’s member magazine, MDEC CEO Yasmin Mahmood said, “ISTE provides a platform for Malaysian educators to be part of a global network of 100,000 educators and education leaders worldwide to exchange and learn from new ideas and experiences.”
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Liter Of Light

Liter Of Light | K-12: Connecting outside your zipcode | Scoop.it
About Liter of Light 

Liter of Light is a global, grassroots movement committed to providing affordable, sustainable solar light to people with limited or no access to electricity. Through a network of partnerships around the world, Liter of Light volunteers teach marginalized communities how to use recycled plastic bottles and locally sourced materials to illuminate their homes, businesses and streets. Liter of Light has installed more than 350,000 bottle lights in more than 15 countries and taught green skills to empower grassroots entrepreneurs at every stop. Liter of Light’s open source technology has been recognized by the UN and adopted for use in some UNHCR camps. Liter of Light is the proud recipient of the 2015 Zayed Future Energy Prize and a winner of the 2014-2015 World Habitat Award.
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Bosh Bosh

Bosh Bosh | K-12: Connecting outside your zipcode | Scoop.it
Bosh Bosh is an ethical fashion brand and NGO in Liberia, West Africa, that unites people from all over the world that believe poverty can be alleviated by empowering women and girls through education and economic development.
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The Urgent Call to Replace Fear With Curiosity

The Urgent Call to Replace Fear With Curiosity
By Maya Soetoro-Ng & Alison Milofsky

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In an earlier installment of the blockbuster "Star Wars" film series, the Jedi master Yoda delivers another of his classic rhetorical gems that connect to the real-life strife darkening so much of our planet today. "Fear is the path to the dark side," Yoda reasons. "Fear leads to anger. Anger leads to hate. Hate leads to suffering."
It's a simple observation that captures a common and destructive phenomenon: the individual's fear of the unknown "other." In the name of cultural or physical survival, it can be manipulated to fuel tensions that can spiral into cycles of violence. Taken to extremes, the results are evident—from sectarian divisions in Iraq and Syria, to religious divides in Nigeria or Myanmar. Tensions still threaten in Bosnia-Herzegovina more than 20 years after the end of that crushing war. Fear also contributes heat to the political debates about terrorism and refugees in the U.S. presidential campaign.

—Jon Krause for Education Week
While political leaders struggle to quell the fires of today's global violence, communities in the United States and elsewhere could take steps to avert another generation of destruction. They must nurture the world's young people toward a more peaceful future. More than half the global population is under the age of 30, and more than two-thirds of them are concentrated in Africa and the Middle East—two regions rocked by violent conflict.
The essential role of young people in preventing and resolving violent conflict received powerful validation recently: The U.N. Security Council adopted Resolution 2250, on youth, peace, and security, with the unanimous support of the United Nations' 193 member states. The resolution calls for involving young people in decisions at the local, national, regional, and international levels, even in peace processes and dispute resolutions.
Local leaders, schools, and families can contribute to this goal. There must be a more concerted effort to help youths develop the habits of mind and the practical skills necessary to engage with people different from themselves and to approach conflict in ways that lead to constructive change. The result could help address the fears that often contribute to cycles of violence.
Schools already are taking basic steps on a small scale, including incorporating lessons into a range of curricula and introducing peer mediation in high school. International Baccalaureate K-12 programs encourage a global mindset rooted in empathy and compassion for the "other." But more support is needed and on a greater scale, with a diversity of approaches. Schools are in a crucial position to help inculcate a more complex and nuanced sense of identity; an understanding of multiple perspectives; and the skills to engage in open dialogue, rather than just debate.
A strong sense of identity contributes to self-esteem and self-worth, which, in turn, help people comprehend and accept other opinions and visions. Research, such as a 2011 study published in the journal Psychological Science, has long established that individuals who have low self-esteem are more likely to show bias toward people who are different from them.
By helping children practice from an early age how to critically examine their own needs and identities and understand those of others, we could better ensure that, as adults, they have the ability to engage in disputes without turning to violence. Students could, for example, create oral histories to explore facets of their identity. They could write letters, diaries, poetry, and speeches from the perspective of peers thousands of miles away in order to practice relating to the lives of others.
"Schools are in a crucial position to help inculcate a more complex and nuanced sense of identity."
Lessons in culture and history should be global and multicultural. The tendency and desire to identify with just one language or just one culture endangers community harmony. Instead, we need to encourage global competence—communicating problems and perspectives across borders, even when we acknowledge that some ideas are better than others.
Root causes of conflict can be moderated with discussion that engenders curiosity about other perspectives, builds empathy, and makes complexity a friend rather than a foe. As some schools are already demonstrating, opportunities abound for incorporating these kinds of lessons into the standard curriculum.
In one New York City history class, one of us—Maya Soetoro-Ng—conducted a yearlong exercise in empathy. Students analyzed the standard curriculum readings—including books and articles—identifying underrepresented voices. Using index cards, students would then write a poem, letter, journal entry, or pulpit speech from the perspective of that individual or group. Taped to the wall, the cards formed a paper bridge which, by the end of the school year, was full of different points of view and histories, connecting past to present, and the world of the classroom to the world outside. Exercises like this give learners a chance to develop a more profound potential for empathy.
Another example is a paper-folding activity we use with young people and adults the world over that was adapted from an exercise by Jules N. Pretty in Participatory Learning and Action: A Trainer's Guide. All participants receive a blank piece of paper and are asked to close their eyes and follow verbal instructions for folding and tearing the sheet. Inevitably, the results vary greatly: Some papers have holes in the middle, some have none. Some papers have corners ripped, and some are ripped into four pieces.
The exercise illustrates how the same message can be interpreted in multiple ways, in the same way that people involved in a conflict can see a disagreement differently.
One approach to considering multiple perspectives is the process of dialogue—a method of increasing understanding through open-ended questions and careful listening. The purpose is not to "win," but to engage in an alternative form of communication. In conflict situations, people tend to become entrenched in their positions, sticking firmly to assumptions and narrow beliefs, trying to persuade others that they are correct.
Through dialogue, people come to recognize that not all situations have one right answer, and they seek to know others' perspectives rather than try to dismantle their arguments.
Already, young people the world over are taking the initiative to pursue constructive action that bridges divides and counters hate. In Afghanistan, youths successfully used street art, theater, and a host of other techniques to encourage peaceful elections in 2014.
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In Uganda, two young men formed an organization called the Uganda Muslim Youth Development Forum to prevent the recruitment of marginalized youths into militant groups like Al-Shabab and the self-styled Islamic State. The group trains young people in leadership and conflict management and conducts a course for imams on communications skills to counter extremist messages more effectively.
In the United States, a group of friends established a website called I Am Your Protector to promote stories of people who defend each other from vitriol or outright physical violence across typical barriers such as race, class, gender, or belief.
But young people need help acquiring the skills necessary to fulfill their potential as agents of constructive change. There is an urgent call to create learning opportunities for the next generation. If we do not answer it, we may be destined to live in a world terminally divided by what we assume people to be, rather than what they really are.
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Root causes of conflict can be moderated with discussion that engenders curiosity about other perspectives, builds empathy, and makes complexity a friend rather than a foe. As some schools are already demonstrating, opportunities abound for incorporating these kinds of lessons into the standard curriculum.
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Erin Gruwell on Planting the Seeds of Peace in Israeli Classrooms

Erin Gruwell on Planting the Seeds of Peace in Israeli Classrooms | K-12: Connecting outside your zipcode | Scoop.it
Erin Gruwell, author of The Freedom Writers Diary (Broadway Books, October 1999) reflects on her recent trip to Israel I recently returned from the Middle East, and I feel compelled to share. My trip to Israel and the West Bank was inspiring and eye-opening. I did over 20 events in Israel on behalf of the…
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Writers Speak to Kids

Writers Speak to Kids | K-12: Connecting outside your zipcode | Scoop.it
This video series brings the insights and advice of award-winning authors into the classroom.

In this NBC Learn special collection, children‘s book authors share their writing experiences to help students learn more about the craft and techniques of creative writing.

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Fostering Leadership in Women and Girls

Fostering Leadership in Women and Girls | K-12: Connecting outside your zipcode | Scoop.it
Fostering Leadership in Women and GirlsWednesday, Dec. 2 at 3 p.m. Eastern Time
REGISTER HERE

Join us for a presentation by Deb deVries and Kathy Hurley, co-founders of Girls Thinking Global, a nonprofit dedicated to the empowerment and education of adolescent girls and young women worldwide. Deb and Kathy will lead an engaging conversation on some of the latest research on the strengths of women and leaders, and real life experiences of women who have achieved significant leadership roles in education and business based on interviews conducted with women leaders from Kathy Hurley's book, Real Women, Real Leaders.

What are the qualities that make women good leaders? How can we begin to nurture these qualities in girls from a young age? How can we help girls all around the world to get an education and reach their potential? We invite teachers, administrators, education industry executives, parents, and students to join us for this kick-off presentation for the Girls Thinking Global community.

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Post-2015 Sustainable Development Goal Map:

A new global development agenda has just reached consensus at the UN, setting up plan of action for the next 15 years of transformative change. 

Building on the achievements of the Millennium Development Goals, this new framework seeks to shift the world onto a sustainable and resilient path along the themes of People, Planet, Prosperity, Peace and Partnership. 

With ambitious targets to eradicate poverty, end hunger, achieve gender equality, empower all women and girls, and to heal and secure our planet, we now have a new roadmap for solving the greatest challenges facing our world today. 

We would like to connect you to other organisations who are engaging in this monumental world changing work.

Add your project to a connected network of initiatives dedicated to bold action beyond 2015.

Note: if you have several projects you’d like to add via our spreadsheet template please get in touch with us @Youth_Movements or youthmovements {at} takingitglobal.org


17 UN adopted Goals

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Superb year long or multi-year BIG ideas for students and schools. Easy to build curricula around these stretch goals.

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Join Learning Circles which begin 9/30 iEARN Collaboration Centre

Join Learning Circles which begin 9/30 iEARN Collaboration Centre | K-12: Connecting outside your zipcode | Scoop.it

Learning Circles are highly interactive, project-based partnerships among a small number of schools located throughout the world.

There are two sessions each year, September - January and January - May.

This session begins September 30, 2015, and ends on January 15, 2016.

To join iEARN Learning Circles, you must complete a placement form at least two weeks before the beginning of the session. Once you complete the placement form you will be placed in a Circle for the next session.

Interested?  Please review the choices below, and then click Join this Space at the bottom of this page and fill out the registration form on the following page.

Computer Chronicles: Promotes writing across the curriculum. Interaction online revolves around producing a newspaper called The Computer Chronicles. Each class has the opportunity to sponsor one or more sections of the newspaper as their Learning Circle project. 

Places and Perspectives: Encourages students to explore regional history, culture, government, and geography by sharing their knowledge with people from different locations.
  
MindWorks: A writing theme designed to enhance creative and expository writing as well as develop different forms of self-expression. The goal is to help student learn how to communication their thoughts and feelings in writing, then share and compare them with other students from distant places.

My Hero: A joint venture between Learning Circles and the My Hero project. This Circle will bring together students and teachers who are interested in collaborating with other schools from diverse areas of the world on the topic of My Hero through writing, photography, and digital video. See more Information.

My Hero: A Call To Action:  An advanced level mulit-media project for teachers and students who are interested in putting the principles of the My Hero project into action. Students and teachers will explore the use of the My Hero multi-media page.  Several training sessions about making a short film will be offered.

Early People Symbols Project: Elementary and Middle School students will explore the meanings of their cultural symbols. They will start by doing research (Internet, local libraries, museums, art books, and artifacts such as rugs, wall, ceiling, floor drawings, pictographs, etc.) in their communities. Then, they will briefly tell the story related to the symbol using journals, Voice Threads, PowerPoint Presentations, videos or digital photos.  Students are also invited to create a drawing or painting using these symbols.

Global Issues (Education): Encourages students to investigate education as a fundamental human right as well as the broad range of issues regarding education throughout the world. Students will develop global education perspectives by sharing regional and global practices. Projects will range from identifying current issues to investigating new and unique educational practices being used around the world.

Global Issues (Environment): Allows students to discuss a broad range of environmental social, political, and economic issues with concern and affect the Earth's entire population. Projects will focus on identifying and developing solutions for the countless issues that face the Earth's inhabitants. This curriculum encompasses many subject areas including sociology, science, government, history, and economics.

For more information about iEARN Learning Circles, including Frequently Asked Questions, seewww.iearn.org/circles. A Learning Circles Teachers Guide is available to help educators organize their participation.

 

The Learning Circles: September 2015 to January 2016 Collaboration Space is a moderated space. A Space Administrator will add you to the right Collaboration Group.

 
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Enroll Now! Free Course On Blogging With Students!

Enroll Now! Free Course On Blogging With Students! | K-12: Connecting outside your zipcode | Scoop.it
We’re excited to kick-start the next round of Edublogs Teacher Challenges! Whether you are new to blogging, or want a refresher on all of the features that blogging can offer, come join us for our ...
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Blended Learning Research Yields Limited Results

Blended Learning Research Yields Limited Results | K-12: Connecting outside your zipcode | Scoop.it

Drawing conclusions about what works in blended learning is difficult, because of the amorphous nature of the term, rapid changes in technology and how it is used, and other factors.

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Apply for KQED "Do Now" Working Group for this Spring

Apply for KQED "Do Now" Working Group for this Spring | K-12: Connecting outside your zipcode | Scoop.it
KQED Education is looking for highly engaged educators to join our KQED Do Now working group. If you are interested in integrating innovative pedagogical approaches to learning where students can connect, collaborate, and debate with their peers from around the country on current events.
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Social media experience

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All media content | DW.COM

All media content | DW.COM | K-12: Connecting outside your zipcode | Scoop.it
German and European news, analysis, opinion and breaking news from Germany's international broadcaster
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NAEP - 2015 Science Assessment

NAEP - 2015 Science Assessment | K-12: Connecting outside your zipcode | Scoop.it
The average NAEP science scores for the nation increased 4 points between 2009 and 2015 in both grades 4 and 8, but did not change significantly at grade 12. Scores for most student groups at grades 4 and 8 were higher in 2015 compared to 2009, but were not significantly different at grade 12. At grades 4 and 8, Black and Hispanic students made greater gains than White students, causing the achievement gap to narrow in comparison to 2009. Explore national score gaps.

Compared to 2009, scores were higher at grades 4 and 8 in all three science content areas (physical science, life science, and Earth and space sciences) in 2015, while there were no significant changes in content area scores at grade 12.

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@digitalPromise Global Story Map

@digitalPromise Global Story Map | K-12: Connecting outside your zipcode | Scoop.it


How are learners connecting with the world?



Explore stories from educators, schools, and programs that support globally connected learning.

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Amy Poehler's Smart Girls

Amy Poehler's Smart Girls | K-12: Connecting outside your zipcode | Scoop.it
Amy Poehler's Smart Girls is an online community for young girls and the young at heart, which encourages women in volunteerism, activism, cultural
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Home

Home | K-12: Connecting outside your zipcode | Scoop.it
Mission: World Savvy educates and engages youth to learn, work, and thrive as responsible global citizens in the 21st century.

Vision: As the leading provider of global competence education, World Savvy envisions a K-12 education system that prepares all students with the knowledge, skills, and dispositions for success and active engagement in the global community.
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Training Future ‘Lady Bosses’

Training Future ‘Lady Bosses’ | K-12: Connecting outside your zipcode | Scoop.it

As this city grows its fledgling tech and business sectors, some residents want to make sure women hold leadership roles from the beginning. In the United States, women are severely underrepresented in both areas. An analysis last year found that just 15 percent of U.S.-based startups that received funding between 2009 and 2014 have a female founder. Only around 13 percent of Twitter’s tech employees are women, a percentage in line with those at other companies, such as Facebook and LinkedIn. While Silicon Valley struggles to address the disparity, a group of women in Reno wants to prevent it from growing in their city by inspiring girls to start businesses and pursue leadership roles.

On a recent Saturday morning, about 45 girls and young women, ages 7 to 23, filed into a local art venue to attend Girl Empire. They were there to learn how to pitch ideas to investors and take the lead in solving community problems—two crucial skills for entrepreneurs, but not necessarily ones taught in school.


For Lauren Klein, the CEO of Girlmade and the organizer of the event, helping women start businesses is personal. Her teenaged daughter expressed an interest in being an entrepreneur, but Klein had to supplement her daughter’s school work with lessons on how to start and run a business. Klein, who devised growth and marketing strategies for Silicon Valley companies, realized not all parents have the time or ability to do what she did. “This market is ripe for this,” she says. “Eventually, we could be the Girls Who Code of entrepreneurship,” she adds, referring to the nonprofit that focuses on getting more girls into tech.  

After initial introductions, participants divide into teams led by local business owners, all of them women, to brainstorm solutions to problems they see in their community. Later, they pitch them and receive feedback. In the beginning, there are wide stares and mumbled ideas. The lack of directions and the freedom to make choices seem foreign to some. “You can make the rules,” Klein encourages them. “You can be a lady boss.”

Several of the teams decide they want to tackle women’s inequality, a nebulous phrase they eventually realize they need to define as they brainstorm solutions.  “Maybe it can start with women getting paid more,” offers 11-year-old Leilani Carlos. “I don’t get why we’re not, because we’re more qualified,” says Mandisa Bailey, 13, correctly noting that more women than men earn bachelor’s degrees.

"Eventually, we could be the Girls Who Code of entrepreneurship."
One team agrees it’s unfair that a member isn’t allowed to play lacrosse with boys after eighth grade and builds a case for inclusion. Another ...

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"Eventually, we could be the "Girls Who Code" of entrepreneurship."

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Digital Promise Global

Digital Promise Global | K-12: Connecting outside your zipcode | Scoop.it

Opportunities to improve the quality of and access to education throughout the world are abundant and spreading, thanks to global expansion of broadband, increasing ubiquity of mobile devices, and the power of technology. No longer do the best learning opportunities need to remain exclusive to certain people. Today, access to professional tools, quality interactions with peers and experts regardless of geography, and robust digital content on myriad topics are just some of what is available to the connected learner.

Digital Promise Global aims to spur innovation in order to improve the opportunity to learn around the world, through technology, research, and collaborative partnerships with global educators, researchers, and entrepreneurs. We connect with changemakers and widely share their stories to affect a clearer common understanding of the vision they want to achieve, and catalyze efforts towards expansion.

Our Focus

As our world continues to grow more complex and interconnected, one critical aspect of improving learning opportunity is enabling the development of the skills to collaborate and communicate across borders, and to critically and creatively solve problems as engaged citizens. We envision a world where all students are “globally connected learners,” using technology and digital media in powerful and authentic ways to address challenges with peers around the world.

Our History

Authorized by Congress in 2008 and launched by President Obama in 2011, Digital Promise was created to capitalize on innovations and “harness…digital technologies to improve all levels of learning and education…to provide Americans with the knowledge and skills needed to compete in the global economy.” Digital Promise Global was incorporated alongside Digital Promise to expand the work to include education innovation around the globe. Through our work with educators, entrepreneurs and developers, researchers, and leading thinkers, Digital Promise and Digital Promise Global design and implement initiatives that support people and unleash the power of technology and research to improve learning opportunity.

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If you learned here

If you learned here | K-12: Connecting outside your zipcode | Scoop.it
Collaboration. Authentic learning. Authorship. Global friendship. Are you ready for year 2 of If You Learned Here?   2015-16 project registration is open NOW! Visit our Calendar for other...

 

 

If You Learned Here is a global collaboration and authoring project for students in Pre-K through 8th grade. Inspired by the book If You Lived Here: Houses of the World, this project will engage students in a global dialogue about their learning communities. Each school will generate pages for an eBook that we will write and publish together. We hope this global book will provide information and inspiration for readers around the world! 
This project has three phases: 
1) Explore & Share - Using FlipGrid and Padlet, each school participates in 4 weeks of video and image sharing around 4 focus questions. 
2) Write & Publish - Each school uses Book Creator to make 2 pages for our global eBook.
3) Reflect & Celebrate! - Together, we share our learning and celebrate our experience as authors, learners, and friends.

We'll also have a "Week 0" just for teachers. This will be a time to get to know one another, try out our collaboration tools, and answer questions.

The time commitment is approximately one hour per week throughout the months of March and April, 2015. Our blog will walk you through the entire process step by step! You'll need a general comfort level with technology, but you certainly don't need to be a tech expert to participate happily. All levels are welcome.
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What Does Belonging Look Like? - Global Gallery - TakingITGlobal

What Does Belonging Look Like? - Global Gallery - TakingITGlobal | K-12: Connecting outside your zipcode | Scoop.it
What Does Belonging Look Like?

"Isolation is the feeling of sitting alone at the bottom of a well. Connectedness is the feeling of belonging." Kim Samuel

When you hear the word belonging, what images come to mind? What memories, feelings and life experiences have informed your personal sense of belonging? How are young people today fostering a culture of belonging and inclusion within your community?

A sense of belonging is a human need, like the need for food and shelter and who we are is shaped by the people who we are connected to! Our communities thrive when people feel connected, welcomed, accepted for who they are and supported by those around us.

We are interested in reflecting together on the theme of belonging in order to grow a global movement of fostering social connectedness.

In the past, geographic boundaries often defined our identities and communities. In a digital age, people are either feeling hyper connected or excluded from opportunities for meaningful connection.

We invite your imagination, voice and perspective on depicting visual representations on the theme of belonging so that we tackle the issue of isolation together.

Our plan is to curate an online collection and exhibit to showcase at international conferences and events to inspire decision makers in policy making and action. With that in mind, please include a description with the image or video that you submit to provide additional context on the meaning of what you create.

Promote this contest to your networks with the What Does Belonging Look Like Poster

A project of TakingITGlobal and the Samuel Family Foundation.

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Go to website for rules, prizes, eligibility, etc. 

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Student Voice in Digital Citizenship: A Project-Based Learning Approach | @edweb

Student Voice in Digital Citizenship: A Project-Based Learning Approach | @edweb | K-12: Connecting outside your zipcode | Scoop.it
Wednesday, September 16, 2015

 

3:00 PM - 4:00 PM (Eastern Time) Show in My TimezonePresented by Marialice B.F.X. Curran, Ph.D., Associate Professor, University of Saint Joseph, Connecticut

Getting ready for the upcoming school year and wondering how to embed digital citizenship into your classroom? In this interactive webinar, Dr. Marialice B.F.X. Curran, Associate Professor at the University of Saint Joseph, will provide examples on how to get more student voice involved in digital citizenship project-based learning (PBL) throughout the school year. Marialice works with K-12 students and teachers, administrators and parents to help students to think and act at a local, global and digital level simultaneously. Through her research, she has found that the combination of student voice and PBL promotes positive school climate. Marialice will field questions from attendees after her presentation. This session will be useful for teachers, teacher trainers, tech coaches, librarians, media specialists, and teachers on special assignment for digital citizenship.
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Adobe Youth Voices Awards Final deadline is: April 20, 2015

Adobe Youth Voices Awards Final deadline is: April 20, 2015 | K-12: Connecting outside your zipcode | Scoop.it
The Adobe Youth Voices Awards is a global challenge that invites youth to creatively express their vision for driving change in local communities and to present potential solutions through visual storytelling.
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