what is iearn? · iearn is a non-profit network that supports over 20,000 teachers and 2 million...

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iEARN is a non-profit network that supports over 20,000 teachers and 2 million youth in more than �20 countries to collaborate through a global telecommunications network on projects designed to make a difference in the world. Since �988, iEARN has pioneered online school linkages to enable students to engage in meaningful educational projects--with peers around the corner and throughout the world. iEARN is: • a safe and structured environment in which youth can communicate • a community of teachers and learners • a known audience for writing and reading with a purpose • an opportunity to apply knowledge in service-learning projects • an inclusive and culturally diverse community

After joining, teachers and students enter an active online Collaboration Cener to meet other participants and get involved in ongoing projects, initiated by their peers throughout the world. In addition to meeting a specific curriculum or subject area need, every project proposed in iEARN has to answer the question, 'how will this project affect the quality of life on the planet?' That purpose is the glue that holds iEARN together. Through participation in iEARN projects, students develop the habit of working collaboratively with their counterparts locally and globally, and come to understand the positive role they can play in their communities.

• On the Web: If you are not yet a registered participant in iEARN, please visit media.iearn.org/request.

iEARN-International: www.iearn.org Collaboration Center: media.iearn.org (see page �� for more about the interactive project tools available in iEARN's Online Collaboration Center)

• From Country Coordinators See p 8-�0 or http://www.iearn.org/globe/countrycoordinators.html for a listing of iEARN coordinators, representatives, and contact people who can discuss iEARN involvement in your country or region.

• Through Professional Development iEARN offers both face-to-face and online professional development workshops for educators interested in integrating global project work and online collaboration tools into their classrooms. iEARN facilitators work closely with participating schools and teachers to design trainings that meet their particular needs and interests. After going through an iEARN workshop, participants return to their schools with a built-in support network -- ongoing technical and staff development assistance from iEARN staff, as well as an online community of colleagues worldwide. See p. �7-�8, or visit www.iearn.org/professional/ for additional information.

What is iEARN? (International Education and Resource Network)

Where can I find more information about iEARN?

2008 marks iEARN's 20th Anniversary! Launched in �988 as the New York State / Moscow Schools Telecommunications Project, iEARN has nearly 20 years of experience demonstrating that education can be enhanced and the quality of life on the planet improved, if young people worldwide are given the opportunity to collaborate. An Anniversary Forum has recently been launched for participants to share ideas and photographs of iEARN project work, events and exchanges between �988 and 2008. Participants are encouraged to respond to 3 questions (in written form, audio, or video) for use on a web-based Anniversary Celebration to be posted on www.iearn.org: To get involved, see foro.iearn.org/iearnforums/anniversary and a) Tell us about a favorite iEARN project; b) Share a story of an experience you've had working with iEARN; c) How has iEARN made a difference in your life, school and/or community?

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ContentsiEARN Country Coordinators, Representatives and Contact People ....................................................... 8-�0Using iEARN's Online Collaboraton Center...................................................................................................��How to Start Working on iEARN Projects ................................................................................................ �2-�4Suggestions for Successful Project Participation and Facilitation..................................................................�5Tips for Posting to the iEARN Forums...........................................................................................................�6iEARN Professional Development, and Teacher and "Future Teacher" Discussions................................�7-�8

• Projects are grouped into subject areas in order to help teachers find projects in their subjects of interest. Please note that because of the interdisciplinary nature of many iEARN projects, these groupings are only meant to serve as a guide.

Creative & Language Arts ................................................................................................. 19“A Vision” ................................................................................................................................................�9

An international literary magazine that promotes tolerance and mutual understanding.

Let's Live Without Problems....................................................................................................................20 Participants share problems together, give advice to each other, and practice problem-solving skills.

Crafts for Education.................................................................................................................................20 A project that encourages youth and students to make crafts to support the costs of schooling.

Electronic School Magazine....................................................................................................................20 An educational magazine designed by and for students and teachers.

The Art Miles ...........................................................................................................................................2�Students create murals painted on canvas to promote global harmony.

Eye to Eye.............................................................................................................................................. 2�Create postcard-sized images communicating friendship and understanding.

My Name ................................................................................................................................................2�Students research and exchange information about their own name.

Video Introductions to Communities ......................................................................................................22Students represent their own communities through video.

Sweet Whisper Project............................................................................................................................22A project devoted to students’ own creative written works.

Write On .................................................................................................................................................22Students express themselves and develop their writing skills by responding to various writing prompts.

International Sign Language....................................................................................................................23 A project to speak about sign language in different countries and collect words to make a website.

School Theatre International...................................................................................................................23 Focused on international cooperation between schools and establishing cross-cultural performances.

Beauty of the Beasts...............................................................................................................................23A traveling international wildlife art and poetry exhibit.

Global Art: Images of Caring ...................................................................................................................24Students create and exchange artwork and writing on “a sense of caring.”

Origami....................................................................................................................................................24An exchange of origami activities.

Cultural Recipe Book...............................................................................................................................24Students produce a recipe book that celebrates foods from around the world.

Flowers - The Smile of Divine Love ........................................................................................................25An exchange of writing and artwork related to flowers.

What Is Sacred To Me .............................................................................................................................25Students discuss and share ideas about things that are sacred to them.

Dolls for Computers.................................................................................................................................25Students learn to make dolls and other objects which will be sold over the internet to buy educational materials.

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Folk Tale Project .....................................................................................................................................26Students study and share folk tales in their communities and beyond.

iQuote......................................................................................................................................................26Participants share quotes of philosophers from different parts of the world.

My Hero Project.......................................................................................................................................26A project that celebrates the best of humanity through stories, photos, artwork and multimedia.

The First Peoples’ Project .......................................................................................................................27Links indigenous students around the world in an exchange of art, writing and culture.

Special Place...........................................................................................................................................27 You are invited to write or draw about a local place that is precious to you.

Side By Side............................................................................................................................................27Students create elongated portraits of themselves with symbols of their past, present, and future.

My Homework .........................................................................................................................................28 Students worldwide share thoughts about and strategies for doing homework.

Conversations in Colour..........................................................................................................................28 Illustrating a scene or character from a favourite book and making it come alive.

Talking Kites All Over the World..............................................................................................................28 A tradition of flying kites with images ofdreams for a better world

Laws of Life: Virtues Essay Project. .......................................................................................................29Students write essays about their personal values in life, and respond to those of their global peers.

PEARL-Prepare and Educate Aspiring Reporters for Leadership...........................................................29 A global news service run by students.

Lest We Forget our Songs and Dance....................................................................................................30Students find out songs and dances that were practised by their ancestors.

Music Around the World..........................................................................................................................30A global discussion and exchange of music.

Language Project (Project Lingo)............................................................................................................30A project aimed at supporting translation initiatives.

To Talk With Santa Claus.........................................................................................................................3�Students write and paint their images of what happens when Santa Claus visits their communities.

Christmas Card Exchange......................................................................................................................3� Participants prepare an envelope containing cards and send them using snail mail to other schools.

Narnia and CS Lewis..............................................................................................................................3�Students who know this book can create a global community by speaking about it.

A Day in the Life......................................................................................................................................32 Students describe a day in their life.

The Teddy Bear Project...........................................................................................................................32An international teddy bear exchange using email and postal mail.

Books Mark Our World............................................................................................................................32An exchange of hand-made student bookmarks celebrating favorite books.

Humanities & Social Sciences...........................................................................................33MDGs. Only With Your Voice.................................................................................................................33 A project aimed at mobilizing young people to be part of the effort to achieve the MDGs.

International Teen Scrapbook..................................................................................................................34 Help to compile a global scrapbook to reflect the interests, cultures and concerns of teens worldwide.

My Country..............................................................................................................................................34Share images and information about population, culture, agriculture, industry, economy, and environment.

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Get to Know Others ...............................................................................................................................34 An educational endeavour to give students the chance to learn about their own culture as well as others.Friends Book - Let's go...together!..........................................................................................................35 Participants draw and exchange pictures of themselves and their life and discuss their drawings.Feeding Minds, Fighting Hunger.............................................................................................................35 A global education initiative to raise awareness of hunger, malnutrition and food security around the world.Women in My Country.............................................................................................................................35 An exchange about the role of women in society.The Bullying Project................................................................................................................................36 A collaborative attempt to address the issues of bullying, teasing and school violence.

Give Us Wings to Fly...............................................................................................................................36Share how youth spend vacations in your region of the world.

Sport - is it Fair?.....................................................................................................................................37 A project examining all levels of sport and fair play.

My Dream World.....................................................................................................................................37 A warm and open place for all students to share their ideas about their ideal world

We Are Teenagers..................................................................................................................................37Youth learn about popular fascinations of their peers and choose possible new hobbies for themselves.

Future Citizen Project.............................................................................................................................38 A project focused on civic responsibilities and engagement.

Cities Near the Sea ................................................................................................................................38 Working together on cross curricular themes, related to the "city near the sea" that participants live in.

Best Project: Building Economies Strong Together ...............................................................................38 Partner schools organize fundraising events promoting their virtual companies that sell recycled goods.

World We Live In (WWLi)........................................................................................................................39 Students describe their own unique worlds, both personal and in connection to others.

CIVICS: Yout Volunteerism and Service.................................................................................................39 An collaborative project in which young people have an opportunity to evaluate and act on social issues.

My Most Prized Posession.....................................................................................................................40 An international collaborative project where students examine what is really important in their lives.

From Revolution to Civil War...................................................................................................................40 A comparison among countries that have experienced revolutions and/or civil wars.

Architecture and Living Spaces around the World..................................................................................40Student research the architecture and history of the houses, buildings and monuments of their town.

We Remember - "Kamrad 23".................................................................................................................4� A way of learning about the Holocaust through the continuation of a youth magazine, “Kamarad” (Friend).

Good Deeds Project...............................................................................................................................4�Share a simple good deed(s) you have achieved, showing the details and motives behind this act.

Students Unlimited.................................................................................................................................4� A collaborative community-service project.

Voyage: Volunteer of Youth Project.........................................................................................................42 We invite teachers and students to develop sympathy and charity, and serve others as volunteers.

My School, Your School..........................................................................................................................42Students compare school life in different countries around the world.

Against School Dropout..........................................................................................................................42A place for students, teachers and others to share problems and their solutions in education.

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Kindness Can Change the World............................................................................................................43 If we are polite to each other we'll be able to change the world for the better.

My Island Home......................................................................................................................................43Uniting Asia/Pacific Island Nations through a project that promotes shared understanding.

iThink......................................................................................................................................................43 Connecting students and teachers and enhancing cultural understanding.

Heart to Heart.........................................................................................................................................44A project focused on discussion of different monthly themes.

Dream School Theater............................................................................................................................44 Students share ideas about their culture during a series of video conferences.

Machinto: Do You Hear a Little Bird Crying ............................................................................................44 Using the Japanese fictional character, Machinto, students look at the consequences of wars.

Fight Against Child Labour......................................................................................................................45Youth collaboration in research and awareness-raising on the issues of child labour and exploitation.

Issues of Trauma in Africa: Raising Awareness and Taking Action..........................................................45 This project will expose children and teachers around the world to trauma stories in Africa.

Eradication of Malaria.............................................................................................................................46Students analyze causes, effects, prevention and treatment of malaria worldwide.

United Beyond our Diversity....................................................................................................................46A project focused on similarities/differences in our attitudes towards the challenges that we face.

Outstanding Persons of the Armenian Diaspora.....................................................................................46An exchange among students worldwide who are interested in learning more about the Armenian Diaspora.

My Heritage in Tourism............................................................................................................................47 Students describe touristic places and their economic and cultural importance.

Tours Around the World...........................................................................................................................47 Students research interesting routes of their cities, villages, countries.

Folk Costumes Around the World............................................................................................................48Send pictures and descriptions of folk costumes in your country.

My Talented Coeval (Contemporary).......................................................................................................48 Students share positive stories about their contemporaries around the world. Local History............................................................................................................................................48

Students share histories of their town’s or surrounding area’s buildings, famous people, and/or events.

The Many Faces of Poverty and Homelessness......................................................................................49 An opportunity for students and teachers around the world to examine issues of poverty and homelessness.

Kindred....................................................................................................................................................49 An exchange of family stories around the world.

Portrait of the World: Picture It!...............................................................................................................50 Project based on photos and other multimedia (movies, flash, ppt, etc..)

Model United Nations (MUN)..................................................................................................................50A simulation of U.N. multilateral bodies designed to increase student awareness of global issues.

Natural Disaster Youth Summit 2008......................................................................................................5�A project where students learn about natural disaster-response strategies.

Science, Environment, Math, Technology.........................................................................52YouthCaN................................................................................................................................................52

Students write about and interact on environmental issues in their communities.

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Little Explorer Project..............................................................................................................................53A project to engage early-childhood aged students in research and exploration on scientific topics.

Water Habitat Project..............................................................................................................................53Participants study a local water habitat and share observations and data with peers worlwide.

Great Apes..............................................................................................................................................53A project for children of the world to discuss issues and raise awareness of the plight of the great apes.

Connecting Math to Our Lives................................................................................................................54Students explore the uses of math in their community and in promoting social equity.

Mathematics Virtual Learning Circle.......................................................................................................54An educational site about mathematics on which students and teachers can learn and interact with each other.

Planetary Notions....................................................................................................................................55A publication in which students from around the world express their feelings on environmental issues.

Four Rivers, One World Project............................................ .................................................................55Promoting active citizenship through international environmental science collaboration.

Nature through the Eyes of Generations.................................................................................................55Students exchange stories and images in order to compare the past and present state of nature.

Green Ribbon School Pilot Project..........................................................................................................56 A format for students to assess and improve the "greenness" of eight areas in their schools.

Tub Gardens Project...............................................................................................................................56 “How can we take some of that carbon out of our atmosphere?”

Colours of Life.........................................................................................................................................56 A project for students in pre-school and kindergarten to explore the colours of life around them.

Migrating Birds Know No Boundaries......................................................................................................57A web-based program on bird migration, technology, and space.

Reptile Atrium Project..............................................................................................................................57Participants can research information about Australian lizards and share information about their lizard species.

Daffodil and Tulip Project........................................................................................................................57Students in different parts of the world plant bulbs together, collect data, and track when they blossom.

Solar Cooking Project.............................................................................................................................58Students experiment with alternative energy uses by making, testing, and using solar cookers.

One World, One Environment.................................................................................................................58 Young people consider the “whole life” of products and services, and compare results with others worldwide.

Our Footprints, Our Future......................................................................................................................58 An online carbon footprint calculator tool for environmental projects.

Learning Circles.............................................................................................................59-61Learning Circles include Primary, Middle, and High School (Secondary) Age Groupings and are a great starting point for teachers new to online project collaboration since they provide both a very clear structure as well as a set schedule and number of partners. A Learning Circle is made up of a team of 6-8 teachers and their classes joined in the virtual space of an electronic classroom for �4 weeks. At the end of the term the group collects and publishes its work.Each session begins with new groupings of classes into Learning Circles. See www.iearn.org/circles/ for more details about the circles. To join a Learning Circle, you must complete a Learning Circle placement form two weeks before the beginning of the session.

Language Resources in iEARN....................................................................................62-67Excerpt from iEARN Constitution .....................................................................................68Project Index...................................................................................................................69-70

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iEARN (International Education and Resource Network)

Thank you to all of the project facilitators for your contributions to the project descriptions, and your ongoing hard work and enthusiasm, and to all the students and teachers who make these projects a success.

Please note that many new projects are continually beginning, while some projects are ending. This booklet is an effort to list projects active at the time of printing in September 2007. Although every attempt was made to provide a comprehensive project listing, some projects may have been unintentionally left out. For the most accurate and up-to-date listing of iEARN projects throughout the year, see media.iearn.org/projects.

In addition to online collaboration, iEARN Centers worldwide host a range of local, national, regional, and international meetings for teachers and students throughout the year. For updates on such events, see www.iearn.org/news/news_meetings.html.

In July 2008, iEARN-Uzbekistan will be hosting the 15th Annual iEARN International Conference and 12th Annual Youth Summit. This is a gathering open to all, which typically brings together teachers and students from over 70 countries. It builds upon previous conferences in Argentina (�994), Australia (�995), Hungary (�996), Spain (�997), USA (�998), Puerto Rico (�999), China (2000), South Africa (200�), Russia (2002), Japan (2003), Slovakia (2004), Senegal (2005), the Netherlands (2006), and Egypt (2007). Check www.iearn.uz for updates about the July 2008 Conference in Bukhara, Uzbekistan.

Connecting Youth...Making a Difference in the World

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iEARN Country Coordinators, Representatives, and Contact People

Albania # Florian Bulica, florianbulica @ hotmail.comArgentina * Rosy Aguila, rosyaguila @ infovia.com.ar, Paula Perez, paulap @ telar.orgArmenia ^ Karine Durgaryan, karine @ childlib.amAustralia * Teacher Management Team, iearnoz @ iearn.org.auAustria # Maria Bader, maria.bader @ aon.atAzerbaijan # Ulker Kazimova, ulker @ jaazerbaijan.org, and Irada Samadova irada_sam @ yahoo.comBangladesh * Golam Rabbany Hiru, grhiru @ hotmail.comBelarus # Lyudmila Dementyeva, dem @ user.unibel.byBahrain # Amany Mustafa Amer, amani_amer200� @ yahoo.comBenin ^ Hyacinthe Tossou, iearnbenin @ yahoo.caBotswana # Bushy Mmatli, bmmatli @ gov.bwBrasil # Almerinda Borges Garibaldi, almerbg @gmail.comCameroun ^ Francois Donfack, donfackfr @ yahoo.frCanada * William Belsey, bill @ iearn-canada.orgChile # JorgeValenzuela, jvalen @ iie.ufro.clChina * Ruifeng Wu, rfwu2004 @ yahoo.com.cn, Subude, subude @ yahoo.com, Sihong Huang hh00��2003 @ yahoo.com.cnColombia # Patricia Ochoa, mpochoav @ telar.orgCongo, Dem. Republic ^ Didier Lungu, dikiendo @ yahoo.frCosta Rica # Maritza Monge, marmonge @ yahoo.comCzech Republic * Tamara Kohutova, kohutovat @ post.czDominican Republic # Nuria Rodriguez Abreu nuria @ world-links.orgEgypt * Dalia Khalil, dalia @ iearnegypt.orgEstonia * Terje Tuisk, terje @ archimedes.eeEthiopia # Girma Mitiku, girmamitiku @ yahoo.comFinland # Helena Rimali, helena.rimali @ kolumbus.fiGeorgia # Paata Papava, paata @ sfsa.org.ge & Pavle Tvaliashvili, pavle @ iatp.org.geGermany # Hans Georg Henkel, hans.georg @ henkel-hi.deGhana * Doreen Agbodja, doreen agbodja@ yahoo.comGuatemala # Rodolfo Morales, rodomorales @ hotmail.com & Azucena Salazar, hudeth @ intelnet.net.gt Guinea # Mamady Lamine Traore, m.traore @ lycos.comHonduras # Dario Ruben Pinus dario @ telar.orgHungary # Istvan Szabo, szaboi @ mail.gyfk.huIndia * Sunita Bhagwat, bsmems @ yahoo.comIndonesia ^ Hasnah Gasim, aspnetind @ cbn.net.idIran # iEARN-Iran Managing Committee, info @ iearn.saf.irIraq # Bina Jalal binabayan @ gmail.comIsrael * Gladys Abu Elezam, gladys_�72 @ yahoo.com & Ruty Hotzen, eh2y @ netvision.net.il Italy ^ Giuseppe Fortunati, fgiusepp @ libero.itIvory Coast (Cote d'Ivoire) # Oscar Seka kidsyouthallies @ hotmail.comJapan * Yoko Takagi, yoko @ jearn.jpJordan # OpenKazakhstan # Talgat Nurlybayev, tnurlyb @ gmail.comKenya # Angule Gabriel, angule200� @ yahoo.com; Grace Mulei, kenyasaphanage @ yahoo.co.uk; Ombajo Edward,

emisombajo @ yahoo.comLatvia * Ligija Kolosovska, lika_kolos @apollo.lvLebanon * Eliane Metni, eliane.metni @ gmail.comLithuania * Daina Valanciene, valthailand2002 @ yahoo.comMacedonia * Jove Jankulovski, jovej @ freemail.com.mkMalaysia # Zait Isa, zaitisa @ pc.jaring.myMali ^ Sounkalo Dembele, nkosounkalo @ hotmail.comMexico # Rafael Alvarez Martinez, alvarez_rafael @ informaticaeducativa.com & Nuria de Alva, ndealva @ ilce.edu.mx

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Mongolia # J Baasanjav, baasanjav @ mea.org.mnMorocco * Mourad Benali, mbenali @ mearn.org.maNamibia # Joris Komen, joris @ schoolnet.naNepal ^ Binita Nepal Parajuli, binita @ iearn.org.npNetherlands * Bob Hofman, hofman @ ict-edu.nlNew Zealand/Aotearoa # Lulu Maitai, lulu.maitai @ gmail.comNigeria # Olaolu Shashore, laolu @ snng.org and Ronke Bello ronke @ schoolnetng.netOman # Issa Khalfan Al-Unqoodi, najmawee9 @ hotmail.comOrillas * Enid Figueroa, efigueroa @ orillas.org and Kristin Brown krbrown @ igc.orgPakistan * Farah Kamal, farah @ iearnpk.orgPalestine ^ Kahraman Arafa, kahraman_arafa @ hotmail.comParaguay ^ Rosi Rivarola, rosir @ telar.orgPhilippines # Maria Luisa H. Larcena, maloularcena @ yahoo.comPoland * Marek Grzegorz Sawicki, miyankimitra @ gmail.comPortugal ^ Ana Roque, ana.roque @ dgidc.min-edu.ptRomania # Cornelia Platon, nelly @ lapd.cj.edu.roRussia # iEARN Teacher management Team: russia @ iearn.orgRwanda # Nsozzi Williams craftsforeducation @ yahoo.comSenegal ^ Aminata Kole Faye, Ndiaye kolefaye @ hotmail.com and Salimata Mbodji Sene, sallsenma @ yahoo.frSerbia # Katarina Mihojevic, katarinam @ beotel.yuSierra Leone # [email protected] # Katarina Pisutova-Gerber, katarina @ susnow.orgSlovenia * Alenka Adamic, alenka @ mirk.si; and Nives Kreuh [email protected] Africa ^ Nomty Gcaba, nomty @ schoolnet.org.zaSpain * Jaume Illa, jilla @ ya.com, Carmina Pinya, cpina @ pie.xtec.es & Moisés Anguera, manguera @ uoc.eduSri Lanka # Lakshmi Attygalle, larttygalle @ yahoo.comSudan # Amel Saeed, aisns_�2 @ hotmail.comSuriname # Dave Abeleven: dave-aa @ surimail.sr and Betty Burgos bettyburgos @ hotmail.comSyria # Samah Al Jundi, jundi_63 @ maktoob.comTaiwan * Doris Tsuey-ling Wu, doris2�.wu @ msa.hinet.netTanzania # Onesmo Ngowi, onesmongowi @ hotmail.comThailand # Sonthida Keyuravong, sonthidak @ yahoo.comTogo ^ Abotchi Yao, anemany @ yahoo.frTrinidad & Tobago ^ Gia Gaspard Taylor, marabe @ tstt.net.ttTunisia ^ Hela Nafti, hela.nafti @ yahoo.fr & Najah Barrah, najah.barrah @ inbmi.edunet.tnTurkey # Burcu Alar burcualar @ gmail.comUganda * Daniel Kakinda, dkakinda @ yahoo.comUkraine * Nina Dementievska, smc @ mail.kar.netUnited Kingdom * Mary Gowers mary @ iearnuk.com and Cheryl Morgan, cmorgan @ iearnuk.comUnited States of America * Ed Gragert, ed @ us.iearn.org and Lisa Jobson, ljobson @ us.iearn.orgUzbekistan * Anatoly Kochnev, akochnev @ iearn.uzVietnam # Thai Hai Wan Nguyen, ng-thai-hai.van @ unilever.comYemen # Hana Alkibsi, hana_alkibsi @ yahoo.comZambia # Oliver Sepiso Shalala, ssepiso @ yahoo.co.ukZimbabwe # Justin Mupinda, wldnat @ ecoweb.co.zw

International Youth Representative to the Assembly: Mostafa Nejati, Iran, [email protected]

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iEARN Country Coordinators, Representatives and Contact People

* Countries/Groups who have applied and been approved by the iEARN International Assembly as a Center and therefore a voting member of the iEARN International Assembly.

^ Representatives who have applied and been approved by the iEARN International Assembly, recognizing them to represent iEARN in their country.

# Countries in which there is no official iEARN representation, but which have schools actively involved in iEARN project work and who have a person or persons who have expressed an interest in helping others in their country become involved.

Every attempt is made to ensure that this list is up-to-date and includes currently active iEARN Coordinators, Representatives, or Contact Persons in each country. Information published in the iEARN Project Book is cur-rent as of September 2007. Up-to-date contact information can also be found at http://www.iearn.org/globe/countrycoordinators.html.

Please contact us if your country is not listed here. You are invited to contact the [email protected] to learn more about becoming an iEARN Contact for your country.'

iEARN International Executive Council:

Bob Hofman, Netherlands, Farah Kamal, Pakistan, Cheryl Morgan, United Kingdom.Executive Council Email: [email protected].

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Logging in: To enter the iEARN Collaboration Center, go to http://media.iearn.org/. Click "Login" at the upper right corner of the Collaboration Center page. Please note that an underscore (_) is required in your User Name. For example, Jose_Garcia. To retrieve your login information, see http://media.iearn.org/forgot_passwd.

There are 4 primary areas of the iEARN Collaboration Center.

1) MANAGE ACCOUNT SECTION (for educators): All registered educators have a personal "Profile" page. This is the page which contains current contact information, and information on the students who have been registered by you to participate. After logging in, you can update and complete your personal profile by clicking on "Manage Account" next to the "log-out" link. In your profile, you can upload a photo or image, and complete or change your personal contact information.

Giving Students their own User NamesBy clicking on "Add Students," educators can give students their own iEARN User Names and passwords to access the project discussion forums. Student User Names become active in about �5 minutes from when you "submit" them. User Names cannot be changed once created. To give a student a different User Name, a new User Name must be created in the Add Students section. Passwords can be changed at any time by editing a student record. Note: Information on students cannot be searched or accessed by iEARN members or anyone outside of iEARN.

2) PEOPLE SECTION: (media.iearn.org/people)A place to find colleagues worldwide who share common interests, obtain their contact information and to get to know the people with whom you are working.

3) GALLERY SECTION: (media.iearn.org/gallery)A repository for youth-produced photos, videos, documents, and other files and is available for viewing at any time by logged in iEARN participants. Media is only viewable to a wider audience if educators choose to release it for public viewing.

4) FORUM SECTION: (media.iearn.org/forum)Forums are the heart of interaction in iEARN. When images, photos, videos, documents, etc are uploaded from within the forums, a thumbnail of the file is placed in the forum topic, with a link to the actual file which is in the GALLERY. When in the GALLERY, if the image is uploaded from the forums, a link is provided to enable the viewer to go directly to the forum discussion topic from which it was posted.

• Please note: There are 3 ways to access the iEARN Forums/ project discussions:

Option 1: Via web-based discussion forums (media.iearn.org/forums). Access to the forums are limited to registered User_Names and Passwords.Option 2: Via offline news readers. Participants who prefer to access the discussions this way must still have a User Name and Password registered via media.iearn.org.Configure your news reader to point to the news server: foro.iearn.org. Select the forums in the iearn folder. Option 3: Via email. Write to [email protected]. In the message, tell us which forum you would like to receive via e-mail. Once subscribed, please use your e-mail software to "Reply" to a received message so that your response will be automatically addressed back to the forum and placed under the correct discussion topic.

iEARN Collaboration Center

If you are a student:Teachers can register individual students to have their own User Names and Passwords through their "Manage Account" section on media.iearn.org.

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Introduction

How to Start Working on iEARN Projects

Participants are invited to introduce themselves and greet new members on our forums for connecting people. Two good places to start are the following forums:

• Teachers (apc.iearn.teachers) - A place for teachers to meet and share project ideas in order to find potential partners to develop a project. Teachers new to iEARN are encouraged to post a message to introduce themselves on the “Teachers” Forum (apc.iearn.teachers) , and to describe briefly any special interests they or their class have.

LANGUAGE RESOURCES: Many languages are represented among iEARN's global network of participants. See http://www.iearn.org/globe/globe_language_gateway.html, which includes links to iEARN-Center websites worldwide, project forums, and translations of materials such as the project description book, newsflashes, etc. Though all iEARN forums can be multilingual, there are also a number of special language forums for connecting people. iEARN is also open to hosting additional language forums as interest is expressed. Among the language forums active at the time of printing are:

• Albanian (apc.iearn.albanian) • Arabic (apc.iearn.arabic) • Armenian - Armenian language forums.• Azeri (apc.iearn.azeri) • Bengali (apc.iearn.bangladesh)• Chinese (apc.iearn.chinese) • Dutch (apc.iearn.dutch) • Español - Spanish language forums• Francais (apc.iearn.francais) • Chinese (apc.iearn.chinese) • German (apc.iearn.german)

1. Welcome Phase

A key to successful project work is developing effective relationships with educators around the iEARN network. Many educational systems do not emphasize or even encourage collaborative project work -- even within the same school. Therefore, it is extremely important to establish relationships among teachers to facilitate the difficult task

of collaborating on projects across diverse educational systems, time zones and school year schedules, cultural differences, linguistic obstacles, and the non-oral and non-visual learning medium of telecommunications. iEARN places a high priority on building these relationships -- both online and during face-to-face meetings of teachers and students.

• Hangul (Korean) (apc.iearn.hangul)• Hebrew (apc.iearn.hebrew) • Hindi (apc.iearn.hindi) • Indonesian (apc.iearn.indonesian) • Italian (apc.iearn.italian) • Japanese (apc.iearn.nihongo) • Kartuli (Georgian) (apc.iearn.kartuli) • Kiswahili (apc.iearn.kiswahili) • Korean (apc.iearn.hangul) • Macedonian (apc.iearn.macedonian) • Persian (apc.iearn.persian) • Polish (apc.iearn.polish) • Portuguese (apc.iearn.port) • Russian (apc.iearn.russian) • Sinhalese (apc.iearn.sinhala) • Slovenian (apc.iearn.slovenian) • Tamil (apc.iearn.tamil) • Teluga (apc.iearn.teluga) • Thai (apc.iearn.thai) • Ukrainian (apc.iearn.ukrain) • Urdu (apc.iearn.urdu)• Uzbek (apc.iearn.uzbek) • Vietnamese (apc.iearn.vietnamese) • Welsh/Cymraeg (apc.iearn.welsh)

• Youth (apc.iearn.youth) - In this forum, young people can meet each othershare ideas and topics of interest, and consider ways they can work together.

All forums are shown in their web-based format, example: Teachers (accessed via http://foro.iearn.org), followed by the format in which they appear when accessed via newsreaders, example: apc.iearn.teachers (news server: foro.iearn.org).

Getting Started

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2. Learn About Projects and Find Partners

There are several resources that will help you find out which projects are currently taking place on iEARN and how to get started in project work.

Getting Started

3. Become Involved in a Project

We encourage all iEARN teachers and students to participate in existing projects before initiating a project of their own. �) Educators should choose a project that fits their curriculum. It is best to do this by reading through the project descriptions at media.iearn.org/projects, and also reading through online messages in the project's forum to gain some ideas about the ongoing discussions and contributions. Visiting the Teachers' Forum (http://foro.iearn.org/iearnforums/teachers) will keep you informed as to what other teachers are working on or are planning to get started on.

2) Contact the facilitator and write an initial email introducing yourself and your students. Tell where you are from, and share your objectives for joining the project. All facilitators are listed beside the description of the project found here in the Project Description Book, and in the project's online forum.

3) Introduce the project to your students. Talk about what iEARN is and prepare them for online collaboration. Introduce your students to the forums and have them read other students' writing already posted from that particular project.

4) Have students respond to other students' writing using an agreed upon writing process. Remind them to make connections and ask questions of their online partners to keep the conversation moving forward. Review Internet etiquette and go over what it means to be engaging the discussion in a meaningful way. Encourage them to contribute their own ideas and perspectives to the discussion.

Remember, all students want and need responses to their messages. We recommend that your students post at least 2 responses for every new message they post.

A good place to start in iEARN if you are new to online project collaboration is Learning Circles.

Learning Circles are highly interactive, project-based partnerships among a small number of schools located throughout the world. Each session is �4 weeks. Participants who wish to join these structured circles must fill out a registration form at least two weeks prior to the start of the circle sessions in order to be placed in a group. See http://www.iearn.org/circles for more details.

• News FlashesEvery two weeks an online newsletter called "iEARN in Action" is sent to all iEARN participants via email. It describes new projects and people looking for collaborators, gives updates on continuing projects, and is a place to make general announcements. To receive the iEARN Newsflash, write to [email protected] requesting to be added to the newsflash distribution list.

• Project Description BookletThis annual publication (English and t rans la ted vers ions) ava i lab le for downloading by all iEARN members at www.iearn.org/projects/projectbook.html. Up-to-date descriptions of projects can also be found at media.iearn.org/projects.

• People Search At media.iearn.org/people, educators can search for other educators who are part of the iEARN community. Please update your own record in the "Manage Account" section!

• Project SearchAt media.iearn.org/projects, educators and youth can search for projects by various categories, including keyword, languages, and age level.

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Once you have made contacts in iEARN and are familiar with how the projects are conducted on the forums, these are the suggested steps for developing your own project.

Please note that proposed project ideas that relate to existing projects will be encouraged to collaborate with projects that are already underway in order to ensure the highest level of interaction in each project forum.

�) Announce your idea by posting it on the Teachers or Youth forum to see if there are other people interested in the topic and to allow for possible collaboration on the actual design of the project, or see if such a project already exists that you might get involved in instead.

2) If you find other people who are interested in joining the project, fill out the Project Idea Template Form below, and email it to [email protected].

3) Once your project has been assigned to a project forum, it will also be posted as a topic on the online forum in which it will be happening. Project facilitators are encouraged to start an “Introductions” discussion topic in which new members can introduce themselves as they join the project.

4) Project facilitators should submit updates and announcements to [email protected] to be included in iEARN's twice monthly online newsletter, "iEARN in Action."

Project Idea Template�) Name of Project: 2) Brief one-sentence description of project: 3) Full description of project: 4) Age/level of project participants: 5) Timetable/schedule: 6) Possible project/classroom activities: 7) Expected outcomes/products: 8) Project contribution to others and the planet: 9) Project language(s): �0) Curriculum/Subject Area area: ��) Names/email of initial participating groups: �2) Name of facilitator(s): �3) Email of facilitator(s): �4) iEARN Forum where it will take place or is taking place (or leave blank and one will be assigned): �5) WWW page of project (not required):

Once completed, email to [email protected]

4. Creating a New ProjectCreating a Project

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Suggestions for Successful Project Facilitation

Suggestions for Successful Project Participation

• Use online forums instead of direct e-mail whenever possible. Forums accomodate a variety of school schedules by archiving messages and allowing new contributors to see the project’s progression and who is involved. And, by using the iEARN forums, you are enabling participants to participate by e-mail, web forums, or offline newsreader, thus keeping cost to a minimum.

• Encourage discussion and interaction among student participants. iEARN projects are meant to be collaborative. As a project facilitator, part of your role, and that of your students, is to facilitate interaction among participants. This increases the opportunities for students to receive feedback on their writing, so that responsibility for responding to messages doesn’t only fall on the project facilitators. Our goal is that every student who posts a message will receive a response. This can be attained if students respond to 2 other messages for every new one that they post.

• Involve participating schools and students in leadership roles. Appointing international student editors and facilitators not only provides additional sources of feedback to contributors, but it also helps other students to see ways that they can take leadership roles within the project. Participants may even choose to share the role of compiling project materials into a final publication, thus allowing a variety of classrooms the experience of analyzing and presenting a piece of the project's "final product."

• Update project information periodically. This way, participants aren't referring to outdated information. Project updates should be posted as responses to the original announcement in your project forum, and can also be sent to [email protected] for inclusion in the twice monthly online iEARN newsletter, "iEARN in Action."

• Participate in another project. This is a great way to meet other participants, and learn about other projects initiated by teachers and students throughout the world.

• Create a globally aware classroom/school environment. Messages come to life through maps and a basic understanding about the background and culture of students' online peers.

• Create a system for peer-editing in your class. Preparation and transmission should be seen as two different tasks. Preparing the message, researching and creating material to be transmitted, is a very important part of the whole process. Students will be writing with a real purpose for a very real audience. The presence of this audience provides an incentive for students to produce the most effective communication possible. Consider creating a feedback process where students have the opportunity to comment on each others work, peer edit, and then revise accordingly.

• Communicate. Even if you can't contribute for weeks, send a note to say so. That way, your partners know that you are still interested in participating.

• Ensure that language is cross cultural. How much of what is being sent needs explanation or description for an audience from a different culture? Slang or colloquial language needs to be used carefully. Translating student writing into a context that is most universally understandable can open interesting discussions in your classroom.

Suggestions for Successful Participation in the iEARN Forums

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Suggestions for Project Facilitation and Participation

You can use this book to find a project, or you can check media.iearn.org/projects for the most up-to-date listing of projects currently active:

�. Browse the iEARN Forums to find your project, or write to the facilitator of the project if it is happening over email.2. Introduce yourself, class, school, community and reasons for your interest in the project. Respond to recent messages on the forum. Be sure to include where you are from (country name) in every message you post on the forums. 3. Remember, everyone wants responses to their messages. We recommend you post two responses for every new message you post.

GOALS of iEARN’s ONLINE PROJECT FORUMS: iEARN is a community of individuals who believe that by working cooperatively, we can promote global understanding, service, and action. Its participants share responsibility for the community by participating actively in projects, helping plan and facilitate new theme-based projects, and welcoming new participants as they join us online.

CREATING MESSAGES TO POST TO THE iEARN FORUMS: Jay Holmes of the American Museum of Natural History in New York City, USA, and a facilitator for the YouthCaN project, gave the following advice to create postings that will elicit responses. There are many people who have trouble getting responses on the forum. Remember, dialogue goes both ways. To get answers you have to give answers and you have to lead people into dialogue with questions and responses. There are a few suggestions to consider:

�) Always have a subject line or title to your message that explains what your message is about -- water pollution, endangered species, recycling....2) Ask your readers one or two specific, easy questions that they can answer.3) Read other postings in the forum and respond to them, answer their questions and then ask them a question or suggest that they read your messages in the forum and give them the exact subject line of your message so they can find it easily.

ETHICAL USE OF MATERIALS: GIVING CREDIT FOR RESOURCES: iEARN project work encourages students to share information as they collaborate. This often requires research online or in school libraries. The World Wide Web has made it increasingly easy for students to share with others by copying and pasting into forum postings. This information may come in the form of pictures, graphs, text, videos and even original ideas. It is important to understand that all material online and in print belongs to someone. The rights of these individuals are protected under copyright laws in many parts of the world where, once something is printed or published, it is automatically copyrighted without any formal procedure.

There are Fair Use Guidelines that make it legal to share material with others for education use. David Warlick in his book “Redefining Literacy in the 2�st Century” has created a Students’ and Teachers’ Information Code of Ethics. This points to four areas of concern, and lists proactive considerations that students and teachers should apply to every information decision that they make. It can be found at:www.us.iearn.org/professional_development/curriculum/copyright.php. Also on this page are tools for creating citations for material used and information on the Fair Use guidelines and copyright.

Suggestions for Successful Forum

Participation (media.iearn.org/forums)

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iEARN Professional Development

iEARN PROFESSIONAL DEVELOPMENT iEARN offers both online and face-to-face professional development designed to provide teachers with the technology, collaborative and organizational skills needed as they integrate projects into their classroom. Online Professional Development Courses The iEARN online professional development program is a collaboration between a number of iEARN countries and began in 200� with five-subject specific courses. Offered two times during the year, each nine week course, or "virtual workshop," brings together teachers from around the world.

The course is asynchronous. This means participants work in their own time from home or school to complete weekly assignments. However, courses are very interactive and communication is continuous during the course period. Each course has 25 participants and two facilitators. Participants communicate with one another through the iEARN discussion forums to discuss assignments and readings, and can expect frequent feedback from their facilitators and participants throughout the course period.

Each course is divided into eight modules (one lesson per week) with readings, discussions, individual and group assignments. Lessons and assignments take participants step-by-step through the process of integrating an online collaborative project into their classroom. Participants select a project that matches their local/state/national standards and begin integrating it into their classroom during the course period.

For more information visit www.iearn.org/professional/online.html.

Face-to-Face Workshops iEARN has trained more than 50,000 educators since it started in �988. Workshops can be designed to cover the technical, collaborative and organizational skills needed to participate fully in Internet-based learning programs. They may introduce basic computer and Internet skills for newcomers, or review this information for more savvy participants. They will most certainly focus on the skills needed to engage in collaborative activities, such as peer review, team-building, and joining regional and international learning communities. Finally, where appropriate, iEARN workshops might tackle specific organizational issues, such as computer lab scheduling, organizing school-wide and local community Internet training workshops, and developing school/parent/business/municipal partnerships. By the end of the workshops, participants will be able to assist their classes in joining Internet-based collaborative learning projects.

For more information about professional development opportunities in your area, please contact your country or center coordinator. www.iearn.org/globe/countrycoordinators.html.

Additional online professional development resources such as handbooks and workshop toolkits for developing your own iEARN workshop can be found at http://www.iearn.org/professional/.

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iEARN Professional Development

Future TeachersFuture teachers discuss

their visions for education, and explore how to

integrate technology into their classrooms to better

serve learners of all cultural, linguistic, and ethnic

backgrounds.

This project seeks to transform our classrooms and schools by transforming the way teachers are trained, and ensuring that future teachers gain direct experience with global learning networks.

The future teachers forum is a meeting place for university professors of education and the future teachers in their classes. Through this forum three kinds of discussions take place: �) future teachers from around the world share perspectives on creating effective and equitable schools and classrooms that will better meet the needs of all students, 2) future teachers have the opportunity to learn first-hand about iEARN's projects as facilitators, observers, or participants, and 3) professors of teacher education share ideas and resources for integrating global learning networks into their courses in different content areas. The Future Teachers Project was launched during the �999 iEARN annual conference in Puerto Rico and has been developed collaboratively during subsequent iEARN conferences to offer future teachers direct experience with innovative technology use and global learning early in their careers.

Expected outcomes/products: Creation of discussion forums to facilitate dialogue among future teachers. Sharing of resources and strategies for addressing issues of equity and integrating global learning networks in teacher preparation programs.

Ages: All people interested in teacher preparation Dates: OngoingLanguage(s): All are welcome. We facilitate the project in English and Spanish. Forums: Future Teachers (apc.iearn.futureteachers)Website: http://www.orillas.org The Future Teacher project is organized by the Orillas-iEARN Center.Contact: Enid Figueroa, PR, [email protected], Cynthia Lucena, PR, [email protected], Kristin Brown, USA, [email protected]

To contact all the facilitators, write to: [email protected]

Those interested in coordinating iEARN workshops and professional development activities in their school or community are invited to join in the online forum: Professional Development Discussions and Resources - http://foro.iearn.org/iearnforums/facilitators (apc.iearn.facilitators).

The online iEARN Teachers Forum- http://foro.iearn.org/iearnforums/teachers (apc.iearn.teachers) is also a place to communicate with teachers in the network -- to share your experiences and pose questions to experienced teachers who have been using collaborative projects in their classrooms.

Online Teacher Forums

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Creative & Language Arts“A Vision” An international literary magazine that teaches tolerance and mutualunderstanding.

Ages: 7 - 20Dates: Ongoing (Submissions deadlines for publication: February 2008)Languages: English, French and ArabicForum: A Vision (apc.iearn.vision)Website: http://www.iearn.org/avision/Contact: Teacher Facilitator: Ma. Luisa H. Larcena, Makati Science High School in the Philippines [email protected], Student Facilitators in the Philippines: Armand Joseph S. Aquino, [email protected], Marian Denise G. Basallote, [email protected], Christine Joy O. De Asis, [email protected], Katrisha Angelica D. Encarnacion, [email protected], Zatia Denise D. Gammad, [email protected], Inez Margarita D. Montenegro, [email protected], Michael Rayvier N. Serrano, [email protected], Sandi V. Vinluan, sandivinluan4�09�@yahoo.com

An anthology of writings of various literary genres- essays, stories, poems and poetical sketches, which aims to showcase the youth's thoughts, viewpoints and insights of things around them, and even across borders, regardless of cultural and racial diversity. Its purpose is to use art and the medium of creative writing to demonstrate that despite linguistic, cultural, ethnic and racial differences, teenagers around the world share the same hopes, fears, interests and concerns. “A Vision” is produced, not merely by the students directly involved in the project, but by everybody who contributes pieces of writing or art and is not afraid to share his/her opinion about the world today. “A Vision” is not only a magazine -- it is a forum for sharing and learning!

Creative & Language Arts

Creative & Language Arts Creative & Language Arts

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Crafts for EducationA project that

encourages students to make crafts and sell

them to raise money for educational materials.

In this project students make crafts based on their tribal background and also on the available local materials, with the possibility of selling them to the iEARN Community. The money collected will be used to purchase educational materials for developing countries in Africa.

Ages: 5 - 20Dates: OngoingLanguages: English, French, Rwandes and any other language provided one translates it.Forum: Etrade (apc.iearn.etrade)Website: www.craftsforeducation.orgContact: Nsozi Williams, Rwanda, [email protected]

Let's Live Without ProblemsHere everyone can share her/his problem with one another, and get advice that can be helpful to solve their problem. The main idea is to share problems together and to solve them by helping each other. Sometimes you need advice because your problem can be such that you can’t talk about it at home. So here, we can help each other with our advice.

Sharing problems together and giving

advice to each other.

Ages: AllDates: OngoingLanguages: English, Azeri, Russian and Turkish Forum: Live Without Problems ([email protected])Contact: Khanim Sadrzade, Azerbaijan, [email protected]

Who is more important than students and teachers? They are the main concern of any school. They always contribute in their school development through different ways such as their performance, achievement, various activities, sports, etc. These contributions need to be documented and exchanged at the local and international level. Students and teachers deserve to have such a magazine which can be reached from any place in the world. Consequently, students and teachers all over the world are encouraged to write and document whatever is proper to be in our educational magazine, or they are encouraged to publish their own and send it to us to have it as a link in our own.

Publishing an electronic school magazine for

exchanging experiences between students and

teachers.

Electronic School Magazine

Ages: 5-�8Dates: OngoingLanguages: Arabic, English Forum: Electronic School Magazine (apc.iearn.emagazine)Contact: Munther Shawahneh, Palestine, [email protected]

Creative & Language Arts Creative & Language ArtsCreative & Language Arts Creative & Language Arts

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Create postcard-sized images communicating friendship and understanding.

Ages: 5 and upDates: OngoingLanguages: AllWebsite: http://web.mac.com/fratescreates/Site/Welcome.htmlForum: Eye to Eye (apc.iearn.eyetoeye)Contact: Larry Frates, USA, [email protected]�2.nh.us

Students research, find and send information about their own name.

Ages: 6-�8Dates: OngoingLanguages: English, Russian, GeorgianForum: My Name (apc.iearn.myname)Website: http://www.zari.org.ge/iearn.htmContact: Pavle Tvaliashvili, Georgia, [email protected]

The Art MilesStudents create murals painted on canvas to create global harmony.

Students, schools, organizations, and after school program participants create murals that will be grommeted and seamed together with murals created by children from all over the world. There are twelve themes involved in the project: Multicultural/Diversity Mile, Environmental Mile, Indigenous People’s Mile, Sports Mile, Women’s Mile, Fairy Tale Mile, Hollywood Mile, Music Mile, Senior Mile, Peace, Unity and Healing Mile, and Mentor’s Mile. Children should work together to decide on which theme they want to work on. It is impor-tant to let them know that this mural will go on tour in museums and their work will be seen in many countries, on websites, on TV, and in publications and magazines in the future.

Ages: Preschool-College

Dates: 200�-20�0Languages: AllForum: Art Miles (apc.iearn.artmiles)Website: http://www.artmiles.orgContact: Joanne and Fouad Tawfilis/Founders, USA, [email protected] or [email protected]

Eye To EyeA project that encourages the creation of postcard-sized images that become part of a coordinated exhibition hosted around the world. Live video exchanges and conferencing can be added to support the ideals of friendship and understanding through visual communication. Students will create postcard-sized images and participate in chat, audio and video conferences using the following themes: Family and Home, School and Activities, Festivals and Holidays, Community and Jobs, Hobbies and Activities, Historical Events, Games and Sports, About Me, and any other ideas you may have.

My NameStudents can explore and work on the following issues – the process of name-giving in their country, region or town; the history of this celebration; who takes part in it and how; and what this process means for students and their parents and grandparents.


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Sweet WhisperA student-run project in which participants discuss their ideas and experiences of friendship, love, freedom, studies, etc. This forum aims at building understanding and friendship between students from different countries despite their linguistic and cultural differences.

This project is devoted to students’ own creative

written works.

Ages: AllDates: OngoingLanguages: English, but we welcome translations from other languages.Forum: Sweet Whisper (apc.iearn.whisper)Contact: Fatemea Jabbari, Iran [email protected], Rabeya Raza, Pakistan [email protected], Nadee Samaranayake, Sri Lanka, [email protected]

Write OnThe project is focused on developing students' writing skills in all four domains of writing, including: Persuasive, Expository, Narrative and Descriptive. The project facilitator, as well as the teachers of the participating classes, will periodically post prompts focusing on one of the domains, and invite students to respond to them. This will not only develop good writing skills, but will also engage students in reading and responding to real audiences on issues and topics that matter to them. They will get an invaluable opportunity to dialogue and get diverse perspectives on common issues. An end product of student writings will providine them an opportunity to be published authors.

Ages: 7 - �6Dates: Ongoing Languages: AllForum: Write On (apc.iearn.writeon) Contact: Farah Shafi Kamal, Pakistan, [email protected]

A project that will use interesting prompts to

have students express themselves and develop

good writing skills.

Video Introductions to Communities

Ages: 5-�8Dates: OngoingLanguages: EnglishForum: Video Introductions (apc.iearn.video)Website: whsnihongo.googlepages.com/iearncommunitiesprojectContact: Rushton Hurley, USA, [email protected]

How are we alike, and how are we different?

In this project, students will introduce their

communities through videos related to these

questions.

Would you welcome the chance to have students watch videos created by young people in the country your class is studying? Teachers and students are invited to create video material introducing their community to the rest of the world and to share them. Video materials will be designed so that students in and out of the project will be able to learn more about the larger world. They will have the opportunity to share with and learn from each other, as well as develop a better understanding of the power of digital media for expanding their horizons.


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International Sign Language (ISL)

Beauty of the BeastsJoin the celebration of nature through the eyes of elementary students worldwide. This is a global project inviting children to capture the grandeur and magnificence of animals indigenous to their areas through original artwork and poetry. Students’ work will be compiled into a worldwide exhibit, and displayed at galleries throughout the U.S., the American Museum of Natural History, and the iEARN Annual Conference. Selected works will also be displayed in a global online gallery. All artwork must be the child’s original masterpiece...a pure spontaneous view for the child’s interpretation of the beauty and uniqueness of these marvelous creatures. All mediums accepted (no 3-D). Size restrictions: �2”x�8” maximum. All poetry must be the child’s original work. Please include the child’s name, age, teacher’s name, school address and email address.

Ages: 4 - �5Dates: OngoingLanguages: AnyForum: Global Art (apc.iearn.globlart) Websites: httphttp://aces.miamicountryday.org/International_Projects/Beautypagenew.htmContacts: Rowena Gerber, USA, [email protected], Yvonne Moyer, USA, [email protected]

A traveling international wildlife art and poetry exhibit.

Many people use sign language as their primary means of communication. These communities include both deaf and hearing people who converse in sign language. For many deaf people, sign language serves as their primary, or native, language, creating a strong sense of social and cultural identity. But, one of the problems of hearing-impaired people is International Sign Language, because they can’t understand other sign language very well. We want to start this project and speak about sign language in different countries, and collect words for a website for international sign language in different languages.

A global exchange of International Sign Language as a means of communication.

Ages: AllDates: OngoingLanguages: Any, English Forum: International Sign Language (apc.iearn.isl)Website: http://hip.saf.ir/ Contacts: Mandana Noroozi, Iran, [email protected]

School Theatre InternationalFind a partner school from another country and prepare performances - for example, Japanese theatre in a Greek school and reverse. Teams are welcomed to submit descriptions of themselves and/or projects (performances) via the online form. Projects will be presented on this website aiming to establish a platform for exchanging experiences, and making links between youth artistic teams as well as a platform for cooperation and finding partners.

A project focused on international cooperation between schools and establishing cross-cultural performances.

Ages: AllDates: OngoingLanguages: EnglishForum: Theatre (apc.iearn.theatre)Website: http://theatre.m-szkola.netContacts: Halina Bednarz, Poland, [email protected], Panos Dimisianos, Greece


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Global Art: Images of CaringStudents create artwork that shows what they care about and how they care for one another and other living things in their schools, families, communities and the world. Each student also writes an essay or poem on his/her ideas of caring. The artwork and writing is shared on iEARN's Global Art Online Forum and Album. In addition, artwork can be shared by doing one or more of the following: a) putting digital images of their artwork and writing on a website and posting the webpage address on the forum. b) sending artwork or copies of their artwork by regular mail to each of the other participating schools/communities. c) sending a CD with images of their artwork and their writing documents to the other participating schools/communities. d) sending images (small file size) and writing by email to the other participating schools/communities. ACTIONS: A) Responding to each other’s artwork and writing about caring using the online forum. B) Local display of the artwork and writing they have created and received from other participants as a “Global Art Show” to share their iEARN Global Art Images of Caring Project locally. C) A local or global project that demonstrates caring for others.

A project providing opportunities for

children/youth around the world to exchange

artwork images and writing on the theme of

“Caring”.

Ages: Ages 5 to �8, with an emphasis on children ages 5 to �2Dates: OngoingLanguages: All languages, with assistance for translationsForum: Global Art: Images Of Caring (apc.iearn.caring) Contact: Sarah Alam, Pakistan, [email protected]

OrigamiStudents have fun as they see a sheet of paper transformed into a three-dimensional object. It does not take much space, money, or time, only a sheet of paper and instructions on how to fold. Timetable: �. Prepare material: colorful paper(square); 2. Learn some basic words and actions to fold either in Japanese or English; 3. Practice making ORIGAMI objects accord-ing to an instruction or an instructor; 4. Display and enjoy; 5. Be available to learn and play through internet video conference.

A global exchange of origami!

Ages: 6 and upDates: Ongoing Languages: English and Japanese Forum: Origami (apc.iearn.origami)Website: http://www.origami-club.com/Contact: Misako Kamei, Japan, [email protected]

Cultural Recipe Book: Food for ThoughtStudents produce a cultural recipe book.

Ages: �0 and olderDates: OngoingLanguages: AllForum: Food Project - Cultural Recipe Book (apc.iearn.foods)Contact: Bill Belsey, Canada, [email protected]

Students research the recipes of typical dishes in their countries as well as the origin of the ingredients and recipes, and the legends and stories behind them. Possible project/classroom activities include research, discussion, illustration, and production of a book.


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What Is Sacred To Me?Participants discuss and share ideas about the things that are sacred to them (God, family, parents, motherland, beloved ones, etc.).

Ages: AllDates: OngoingLanguages: English, ArmenianForum: Armenian: What is Sacred to Me (apc.iearn.sacred)Contacts: Sona Antonyan, Armenia, [email protected]

Students discuss and share ideas about things that are sacred to them.

Dolls for ComputersGathering together under the guidance of Mme. Traoré the students learn the basics needed to create dolls. Each student is allowed the artistic freedom to create any style of doll that they wish and often these dolls mirror the people surrounding them in their daily lives. However, as the students are expected to be involved in all aspects of the project, they learn many important life skills such as: Money Management and Basic Accounting, Marketing Skills, and Self Confidence. The Dolls for Computers project is in the process of recruiting neighbouring schools to participate and would eventually like to see this become a global project.

Ages: 9 to �4 years oldDates: OngoingLangauges: French, English and Bambara, the main spoken language in Mali.Forum: Etrade (apc.iearn.etrade)Contact: Sounkalo Dembele, Mali, [email protected], Souleymane Traore, Mali, [email protected]

Students will learn more about their culture by making dolls and other objects which will be sold over the internet to buy educational materials.

FlowersA flower symbolises openness, frankness, equality, generosity, and kindness. It is frank, as it hides nothing of its beauty and is equal:, as it has no preference. Everyone can enjoy its beauty and its perfume. In this project, children can collect quotations on flowers, find out different uses of flowers in different parts of the world, write poems on flowers, draw pictures, or grow flower plants. They can even prepare a database of flowers with their scientific, as well as vernacular, names.

Ages: AllDates: OngoingLangauges: EnglishForum: Flowers (apc.iearn.flowers)Contact: Vijaya Padma Modali, India, [email protected]

An exchange of writing and images of flowers.


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Folk Tale ProjectFolk tales are a way of learning about life's problems, customs, traditions, and beliefs. They often share common themes, such as the struggle between good and evil, or wisdom and ignorance. This project looks at the global community and cultural diversity through folk tales. Although children around the world usually know "The Three Little Pigs," and "Sleeping Beauty," they often know little about the folk tales of their own countries, and almost nothing about those of other countries. Students will introduce, through artwork and writing, the folk tales of their own countries to project participants in other countries.

Ages: 6 - �6Dates: OngoingLangauge: EnglishForum: Folk Tales (apc.iearn.folktales)Contact: Saleem Ibrahim, Pakistan, [email protected]

Students study folk tales in their communities and

beyond.

My Hero Project / Mi HéroeAn interdisciplinary,

online, interactive Web site that celebrates

the best of humanity through stories, photos, artwork and short films.

MY HERO is a project affiliated with the iEARN network, but run by an independent NGO, in which students of all ages publish stories, and submit artwork and multimedia online about their heroes. The project seeks to promote cultural awareness and understanding through global storytelling that honors the heroes in our families, the community and the world. See the website below for tools and lesson plans.

Ages: AllDates: Ongoing for all Web contentLanguage(s): English/SpanishForum: Heroes (apc.iearn.heroes)Website: http://www.myhero.com In Spanish: http://www.miheroe.orgContact: Jeanne Meyers, USA, [email protected], In Spanish: Claudia Herrera Hudson, USA, [email protected]

iQuoteShare different

quotations with students all over the world.

A team project whose main purpose is to create a platform on which students share various quotations of well known philosophers. In this way, students can also discuss their views and ideas about different quotations. Moreover students can take a particular philosopher and discuss his biography.

Ages: AllDates: OngoingLanguage(s): EnglishForum: iQuote (apc.iearn.iquote)Contact: Sadaf Basharat, [email protected]; Zain Fatima, [email protected]; Mohammad Salman, happy_honey�@hotmail.com; Pakistan, Mostafa Nejati, Iran, [email protected], Tamara Galiulina, Russia, [email protected]


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The First Peoples’ ProjectStudents undertake writing and art exchanges and are able to explore their own culture and learn about other indigenous cultures. Each community holds an Indigenous Global Art Exhibition, featuring the art work they have created. The art and writing is shared with the other participants through the iEARN forum or through the project web site. The theme for 2007- 2008 is Traditional Foods, but schools can choose among themes listed on the project website to fit in with their curriculum needs. The Humanitarian Project that is part of the First Peoples Project will focus on raising money to support the secondary education of Karen students in Thailand.

Linking indigenous students around the world in art and writing exchanges, and in a humanitarian effort and student email exchange.

Ages: 5 - �8Dates: OngoingLanguages: English, Spanish, others Forum: First Peoples (apc.iearn.fp) Websites: http://www.iearn.org.au/fpContacts: Virginia King, Australia, [email protected]

Special Place

Students create portraits of themselves with symbols of their past, present, and future.

Each student shares his/her uniqueness by creating an elongated self-portrait. Teachers and students get to know about each other as they create their portraits and include symbols about their past, present, and future. The portraits should be displayed side by side to represent how many individuals can come together to create a better world. Work may be done in crayon (push very hard for rich colors.), cray-pas (oil pastels) or paints of any kind. Side by Side is a global project and we invite you to send a selection of up to �0 portraits to our international collection which will be displayed at several locations throughout the year: These include Miami, Florida-YouthCan, New York City-YouthCan (hosted at the Amercian Museum of Natural History), and at the Annual iEARN International Conference. Selected works will be displayed in an on-line gallery.

Ages: AllDates: OngoingLanguages: AllForum: Side by Side (apc.iearn.sidebyside)Website: http://aces.miamicountryday.org/International_Projects/SidebySidepage.htmContacts: Rowena Gerber, [email protected],Yvonne Moyer, [email protected], in the USA

Side By Side

Participants select one local spot that gives them a special feeling and write a story about that spot. They may select any writing genre (creative, informative, humorous, etc.), describe it, and tell what makes it special to them. Is it a place where they prefer to be alone or with others? It is hoped that, in thinking about our own special places, reading about other students’ special places, and taking action to preserve such places, we will strengthen our commitment to preserving our fragile Mother Earth.

Draw or write about a local place that is precious to you.

Ages: AllDates: OngoingLanguages: AllForum: Special Places (apc.iearn.places)Contacts: Doris Wu [email protected], Faye Wu [email protected], Taiwan


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Through their pastels, crayons or paintbrushes, children depict either a character or a scene from their favourite book so that interest in books from different cultures is enhanced. The illustrations can be in any medium the children prefer, and must include: a) Student’s name, grade, and name of school. b) The title of a favourite book, the author and illustrator’s name. c) One or two lines about why the character or scene has been chosen.

Ages: 3 - �8Dates: OngoingLanguage(s): AllForum: Literacy (apc.iearn.literacy)Contact: Syeda Basarat Kazim, Pakistan, [email protected]

In 2005, thousands of kites soared into the air throughout Israel, Jordan, the UK, Palestine, Mexico, and in �2 cities in North America as a massive tribute dedicated to advancing cultural and social dialogue, a symbol of bridging the gap and understanding the “other.” This was the first ritual in what will hopefully become a continuous tradition of flying kites with personal and group images of our dreams for a better world: a world of co-existence, tolerance, acceptance of the “other,” and peace.

Ages: 6 - 20Dates: OngoingLanguage(s): AllForum: Kites (apc.iearn.kites)Contact: Ruty Hotzen [email protected] , Adi Yekutieli [email protected], Israel

A global project aimed at dialogue and

universal solidarity.

Talking Kites all Over the World

Conversations in ColourChildren are to illustrate

a scene or character from their favourite

book and make it come alive for themselves,

as well as share it with others.

My HomeworkStudents from different countries share ideas with each other about homework. Topics might include: When do they do their homework? How often do they ask for help? What makes some homework look exciting while other assignments look boring? What was the most exciting homework they ever had? Do they think that giving and doing homework is a must? Is homework necessary to evaluate their understanding? Can the students assign their own homework for each class?

Ages: 8 - �8Dates: OngoingLanguage(s): English, ArabicForum: Homework (apc.iearn.homework)Contact: Hiba Aqel, Syria, [email protected],

All students have many different thoughts

about having and doing homework.


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PEARL-Prepare and Educate Aspiring Reporters for Leadership In this journalism project, secondary school students from around the world report, edit and publish their articles on a web-based news service called PEARL World Youth News. Any school can reprint articles from the news service to add a global component to their local publications. This project is dedicated to Daniel Pearl, the Wall Street Journal reporter who was murdered by terrorists in Pakistan, and is managed in partnership with the Daniel Pearl Foundation.

Any secondary school student can join the project as a PEARL Reporter after successfully completing an online training and certification course. Each year, a group of students from one school acts as the editorial board to peer-edit and publish news stories on the PEARL web site. The worldwide team of PEARL reporters and editors is encouraged to work collaboratively while researching, writing and editing articles. With an emphasis on unbiased reporting and respect for a diversity of views, PEARL World Youth News/ /hopes to not only develop journalistic skills among students but also broaden cross-cultural understanding and provide an important global youth perspective.

The PEARL project has also developed an online professional development course to enable secondary or middle school teachers to integrate journalism into their curricula. The course demonstrates how engaging students in international reporting can enhance their writing skills and increase their respect for diverse views. For more about the course, see www.iearn.org/professional/pearlPD.html or for the PEARL World Youth News site, see the URL below.

Ages: �4 - �9Dates: OngoingLanguages: EnglishForum: PEARL World Youth News (apc.iearn.pearl)Website: http://www.pearl.iearn.org/pearlnewsContact: Anindita Dutta Roy, USA, [email protected]

Laws of Life: Virtues Essay Project“Laws of Life” are the rules, ideals, and principles by which one chooses to live. The “Laws of Life Project” invites young people to express, in their own words, what they value most in life. Participants submit essays about their laws of life in which they describe the rules, ideals, and principles by which they live, and explain the sources of their laws of life (life experience, religion, culture, role models, etc.). Participants respond to each other’s essays and interact with each other electronically.

Students write about their personal values in life.

Ages: 9-2�Dates: OngoingLanguages: All Forum: Laws of Life (apc.iearn.values)Spanish Forum: Leyes de la Vida (apc.telar.leyesdelavida)Website: http://www.iearn.org/projects/lawsoflife.htmlContact: Natalya Cherednichenko, Ukraine, [email protected]

Lydia George, Pakistan, [email protected]

For Spanish version (Las Leyes de Vida), see page 64

A global news service run by students


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Music Around the WorldAn exchange and discussion of different music from all over the world, including instruments around the world, and styles of music in performance. Peace through Music will be the theme for all topics. Different activities include: �) Remix: Students from around the world choose popular songs in their country, and perform changes in the words, or the performance style, the mode, the rhythm, etc. In the end, we will compare the original work and the "Remix" by using a rubric. 2) Musical Instrument Around the World: Students introduce different kinds of musical instruments that still exist and share the music from their countries with other teachers and students in the world, to promote their traditional music. Participants will post pictures of traditional music from their country, with a short description of them and give information about the events people play them.

Ages: AllDates: OngoingLanguage(s): AllForum: Music (apc.iearn.music)Contact: Joy Lo-Bamijoko, [email protected]; USA, Wiwi Rosaria, Indonesia, [email protected]

Lest We Forget Our Songs and DanceStudents find out songs

and dances that were practiced by their

ancestors over the last century in their respective

countries and describe their cultural importance

with respect to such occasions as festivals,

funerals, national gatherings, wars and

weddings e.t.c

Ages: AllDates: OngoingLanguages: EnglishForum: Music (apc.iearn.music)Contact: Paul Mpofu, Zimbabwe, [email protected]

Our songs and dances reveal our heritage and pride. They make us unique and are like cement, holding together various ethnic groups. Modern cultures are fast eroding this heritage to the extent that we will soon forget about these songs that have played a crucial role in our lives. In this project students find out the songs and dances that were practiced by their forefathers on such occasions as weddings, funerals, festivals, wars, harvest times, national gatherings and many others. They describe the songs and dances and insert pictures. They also describe the cultural and economic importance of these songs, and find out policies that are being implemented by their governments towards the promotion of arts and culture, and how youth are involved in the preservation and promotion of arts and culture.

An exchange and discussion of different

music from all over the world.

Language Project (Project Lingo)An online resource for

langauge teachers and students.

The project hopes to make a contribution towards the development of automated machine translation. It invites participation from teachers to act as moderators, and from students to provide translations and text contributions. There are opportunities for computing students to become involved in software development; for linguists to assist in development of transliteration algorithms for rendering place names into non-Roman scripts; and for iEARN Alumni to become involved in commercial applications deriving from the project and in co-hosting systems with non-English reference languages.

Ages: Best suited for students age �2+ Dates: OngoingLanguage(s): Reference language of prototype system is English. Current system architecture supports more than 300 languages.Forum: Language (apc.iearn.languages)Website: www.iearneurope.orgContact: Charles Brewster, UK, [email protected]


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Christmas Card ExchangeTeachers and students prepare an envelope with Christmas cards to send to the other participants prior to Christmas. Each school will be placed in a group with approximately seven other schools and will prepare either handmade or purchased cards (decorations may be included) to send to each of the other schools.

Ages: AllDates: OngoingLangauges: English, Forum: Holidays (apc.iearn.holidays)Contact: Judy Barr, Australia, [email protected]

Teachers and students exchange Christmas cards with other schools.

To Talk With Santa ClausThis project provides students with the possibility to imagine, write and paint composi-tions about Santa Claus and to relate their experiences of the moment when Santa Claus comes to their country. As part of the project, students might: write compositions with a letter for Santa Claus; write a fantasy composition; ask questions of Santa Claus or give suggestions to Santa Claus; paint pictures of Santa Claus; send photos taken with Santa Claus; send scenes from their festivities; and share artwork.

Ages: 8 - �4Dates: OngoingLangauges: English, Romanian, German, RussianForum: Holidays (apc.iearn.holidays) Contact: Ecaterina Rupesac, Romania, [email protected]

Students paint and write compositions about Santa Claus.

Narnia and CS LewisMany peoples around the world have read the magical books "Chronicles of Narnia" written by CS Lewis. These books have great educational value, and can stimulate students to think about right and wrong. Many students know this book and can speak about it to create a community all around the world. Films like "Harry Potter" and this iEARN Project experience can help us. Students also can learn that the name “Narnia” was chosen by CS Lewis because it is the old name of an Italian Town now called Narni. For this year we have an easy program: �) Read the book “ The Lion the Witch and the Wardrobe;” 2) See the film; 3) Make a drawing about Narnia; 4) Send your work by e-mail or snail mail.

Ages: 8 to �6Dates: OngoingLangauges: Italian , English, SpanishForum: Narnia (apc.iearn.narnia) or IItalian (apc.iearn.italian)Website: http://www.narnia.it http://www.narnia.it/iearn_eu.htm Contact: Fortunati Giuseppe, Italy, [email protected]

Share in an exchange on Narnia, the fantastic land from the CS Lewis book.

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A Day in the Life ProjectA project where everybody can share descriptions and cross-cultural comparisons, or ordinary or special days. This might include accounts of holidays or celebrations, vacations, occasions such as a birthdays or graduations, and other experiences that have left an imprint in your memory. This project is complimented with a digital photo section in which the students share captioned autobiographical photographs on varios topics. Students should accompany each digital photograph with a short written explanation of what is depicted in the photograph and its significance.

Ages: 6 to �8Dates: OngoingLangauges: AllForum: One Day (apc.iearn.oneday)Website: http://www.telar.org/portada/portada.phpContact: Lali Santos [email protected] (Spanish), Viviana Cuello [email protected] (English), Argentina

For Spanish version (Un Día en la Vida) see page 64.

Students describe a day in their life.

Teddy Bear ProjectAfter registration, classes exchange Teddy Bears or other soft toys by airmail. When it arrives, the bear writes a diary, and sends home messages by email at least once a week describing its adventures, as well as the things it has seen and done. The project aims to encourage authentic writing by providing children with a real audience. They write their email messages as if they are the visiting bear. Sometimes video conferences between classes may deepen friendships.The project provides an opportunity for students to develop an understanding of cultures other than their own.

Ages: AllDates: OngoingLangauges: English, Spanish, and any others where links can be madeForum: Teddy Bear Project (apc.iearn.teddybear)Website: http://www2.jearn.jp/fs/��9�/index.htmContact: Fumi Ito [email protected], Masahiro Morita, [email protected]; Japan

For Spanish version (Ositos de Peluche) see page 66.

An international teddy bear exchange using email and

postal mail.

Students make bookmarks and write on the bookmark the following: Name, grade, name of school (a photograph of the student on the bookmark would be wonderful), title of a favorite book, author and illustrator’s name, and a few lines about why the book is liked.

Books Mark Our World

Ages: 4 - �6Dates: OngoingLanguages: English, Urdu and other Forum: Literacy (apc.iearn.literacy)Contact: Kalsoom Aziz: [email protected], Seyeda Basarat Kazim: [email protected]; Pakistan

A bookmark exchange between children all over the

world.

Creative & Language Arts

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Humanities & Social Sciences


MDGs - Only with Your VoiceVarious countries are committed to working together in a global partnership to achieve the Millennium Development Goals.

“It is not in the United Nations that the Millennium Development Goals will be achieved. They have to be achieved in each country by the joint efforts of the Governments and people.” (Kofi Annam, former United Nations Secretary - General)

According to what Kofi Annan has said above, people should be involved in achieving these goals, and youth around the world are making an effort to make this possible. A lot of NGOs, movements, and schools are encouraging their youth to understand the importance of this initiative and to be involved in actions that helps to achieve one specific goal or all of them. Awareness has been raised in communities of various economic backgrounds. This project intends to increase awareness among youth around the world regarding the Millennium development Goals, encouraging them to be involved in activities inside their schools, families and communities.

Ages: �2 - 24 Dates: OngoingLanguages: EnglishForum: Millennium Development Goals (apc.iearn.mdgs)Contact: Muhammad Salman, [email protected], Naila Saad: [email protected]; Pakistan Mostafa Nejati, Iran, [email protected], Shaimaa Salm, Egypt, [email protected]

To create awareness about the Millennium Development Goals among youth that makes them able to achieve it as it is only possible with their voices.


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Humanities & Social Sciences Humanities & Social Sciences

My Country

Ages: All Dates: Ongoing Languages: English and ArabicForum: Get to Know Others (apc.iearn.fte) Contact: Ahmed Abd-Elsattar, abdsattar�@gmail.com, Gamal Kasem, [email protected], Egypt

This project is an exchange of writing, drawing and pictures about population, culture, surface, agriculture, industry, economy, and environment. We would like to collect information about countries participating in this project to have a database which will help us know more about them. Students can send their writing, drawings and pictures about their country to the forum.

Ages: �2 - �8 Dates: OngoingLanguages: AllForum: My Country (apc.iearn.mycountry) Contact: Salimata Sene, Senegal, [email protected]

An occasion to know more about participating countries in

iEARN.

Get to Know OthersAn educational endeavor to give students the chance to

learn about their own culture as well as others.

Students study their own culture, traditions and ways of life, making comparisons between their culture and others to find similarities and differences. They may also write reports and/or paint drawings reflecting their own cultures and traditions, their daily lives, and how to celebrate weddings, and/or special occasions.

International Teen ScrapbookA global scrapbook reflecting

the culture, lives, and concerns of teens around the

world.

Though people may have heard the name of a country, oftentimes they connect this name with a particular event, subject, or action. Very frequently, these stereotypes have come into our lives, yet we do not notice that they break the valid and modern representation about this country, and force us to think using out-of-date concepts. We want to help to participants to know more, not only about other countries, but also about their own.

Ages: �2 - �8Dates: OngoingLanguages: EnglishForum: Teenagers (apc.iearn.teenagers) Website: http://www.csihighschool.org/Contact: Nancy Kaplan, USA, [email protected]

Humanities & Social SciencesHumanities & Social Sciences Humanities & Social Sciences

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Friends Book - Let's go...together!Every day young people with various disabilities face problems in making new contacts and common living in society, both locally and globally. Friends Book offers a great possibility to break through barriers and create friendships among various youth groups. Using telecommunications we propose that participating individuals draw images of themselves, their homes and their dreams,and exchange and discuss them to find new friends. From the images we will compose a Friends Books of participants and make both hard and virtual copies of each book with contacts and pictures instead photos. By drawing themselves we believe both young people with disabilities and those without tfrom all over the world will make a step towards each other and help each other overcome various barriers appearing in their lives and communities.

Participants draw and exchange pictures of themselves and their life, discuss their drawings, and create one Friends Book.

Ages: �0 and upDates: OngoingLanguages: English, Russian, BelarussianForum: Friends Book (apc.iearn.friendsbook)Website: www.iearn4u.com/friendsbookContact: Liudmila Trebunskikh, Belarus, [email protected]

Feeding Minds, Fighting Hunger A global educationinitiative to raise awareness of hunger, malnutrition and food security around the world.

A global initiative designed to help youth discuss and understand issues of hunger, malnutrition, poverty and food security and to stimulate them to participate in activities to create a world free from hunger.

Ages: Primary through Secondary Dates: September - May Language: English, French, Spanish, Chinese, Italian, Arabic, Kiswahili, RussianForum: Feeding Minds, Fighting Hunger (apc.iearn.npoverty)Website: http://www.feedingminds.orgContacts: Mostafa Nejati [email protected]; Iran, Lynn Rosen, USA, [email protected]

Women In My Country A global exchange about the role of women in society.

This project involves 3 dimensions: �- Women's Social Status in one's country ( A historical study of women's social status in different types of governments) 2- Political women in one's country ( A study including ancient times until now) 3- Introducing outstanding women (scientists, researchers, artists, writers). Through this study, students gain a deeper knowledge of human beings in general while they study history, sociology, and the biological differences between women.

Ages: �2-�8Dates: OngoingLanguages: EnglishForum: Women (apc.iearn.women)Contact: Leila Mohammadhossein, Iran, [email protected]


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The Bullying ProjectBullying.org: "Where You

Are NOT Alone!" is a collaborative international

project that addresses the issue of bullying

within a safe, positive and supportive community.

www.bullying.org is a multiple award-winning, non-profit Internet project that was created to help people around the world deal with the issue of bullying within a safe, positive and supportive international community. Participants in this project can learn that they are NOT alone in being bullied, that being bullied is NOT their fault and that they CAN do something positive about it. People can contribute their personal stories, poems, images, oral stories (audio files), music, animations and movies. In order to protect contributors privacy and security, no last names of young people, or personal contact information is published or shared with anyone else. www.bullying.org also has two moderated, online support groups, one for youth and one for adults.

www.bullying.org was a recipient of the annual Childnet International Awards that are given to projects that make the Internet a better and safer place for children.www.bullying.org was chosen as a finalist for the annual Stockholm Challenge Awards. This award is often referred to as the Nobel Prize of the Information Technology world. It recognizes projects that use IT to make a significant contribution to society.www.bullying.org is the number one website about bullying in the world and often hosts nearly one million visitors from around the world per month.

Ages: AllDates: OngoingLanguages: AllForum: Bullying (apc.iearn.bullying)Website: http://www.bullying.orgContact: Bill Belsey, Canada, [email protected]

Students and teachers in Palestine would like to exchange stories of how they spend their vacation in Palestine and to share this experience with students around the world. In addition, they would like to know how others spend their summer vacation, and encourage students to discuss their way of living. We want to show the world positive images of Palestine and give a good impression of our land.

An exchange of how students spend their vacations.

Ages: 6-20Dates: OngoingLanguages: English Forum: Palestine (apc.iearn.palestine)Contact: Shadi Abu Latifeh, Palestine, [email protected]

Give Us Wings to Fly


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This project provides an opportunity for students to share their ideas about their dream world through essays, prose, poems, short stories, or pictures. Hopefully “My Dream World” will promote communication and understanding between students from different countries by sharing information and learning about one another’s ideal world.

My Dream World

Ages: AllDates: OngoingLanguage: English and PersianForum: Dream World (apc.iearn.dreamworld)Website: http://iearn.saf.ir/dreamworldContact: Minoo Shamsnia, Iran, [email protected]

A warm and open place for all students to share ideas about their ideal world.

Everyone has their own interesting particularities. We’ve decided to create a project to help young people learn about the most popular youth fascinations worldwide and about possibilities for self-expression among young people. Such information will help lessen the incomprehension between teenagers and older people and serve as a bridge between generations. Students will prove that modern youth culture isn’t just a concept.

We Are Teenagers

Ages: AllDates: Ongoing Language: English, Russian, UkrainianForum: Teenagers (apc.iearn.teenagers)Contact: Valentyna Sakhatska, Ukraine, [email protected]

Young people learn about popular fascinations of their peers and choose possible new hobbies for themselves.

Sport - is it Fair?Is sport fair? If you are playing a game in your village, if you play professionally, or if you go to the Olympics, this is a really important question. Sport is supposed to be fair but we all know that it isn’t always. Athletes take drugs, matches are fixed and sponsorship means some clubs/countries can spend much more on players and facilities.

This project asks young people to think about sport and decide what is fair. How far should you “bend” the rules? Is sponsorship a good thing? Is it ever OK to take drugs/tamper with the ball/shirt pull/injure your opponent? Try our quiz as a starting point for discussion.

Ages: �0 - �9Dates: OngoingLanguage: EnglishForum: Sport. (apc.iearn.sport)Website: www.iearnuk.com/sportContact: Mary Gowers, United Kingdom, [email protected]

This project looks at sport at all levels.


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Future Citizen Project

Ages: �2-�8Dates: January 2008-June 2008Languages: EnglishForum: Future Citizens (apc.iearn.democracy)Contact: Jill Dondero, [email protected]; Freda Goodman, [email protected]; USA; Joel Kadish, [email protected]

A project focused on children rights and duties,

tolerance and freedom, civic responsibilities and

engagement.

This project focuses on student's rights and duties, tolerance and freedom, civic responsibilities and engagement, so that they will be able to enhance their knowledge of democracy, which will hopefully lead to active participation in their communities. As part of the project, participants may research and compare election systems, monitor election processes, educate student voters for mock elections, create school newsletters, and/or conduct voter registration drives.

Cities Near the Sea

Ages: K-�2: primary and secondary educationDates: OngoingLanguages: EnglishWebsite: www.iearn.nl , see projects - Cities Near the SeaContact: Bob Hofman, Netherlands, [email protected]

Learning and working together on cross curricular themes, related to the "city near the

sea" in which they live.

This project started in July 2002 during the 9th international iEARN conference in Moscow, and has grown from a bilateral to a multilateral project. In the past school year, five more cities joined the project. A wide range of "City Impressions" appeared on the web site! We invite you and your students to make a contribution and share the beauty of your town/city/village with the world. After all, isn’t each city near a sea, depending on how you would describe the word ‘near’… Join us!

Best Project: Building Economies Strong Together Partner schools organize fundraising events to promote their virtual companies that sell recycled goods in a fair for parents so they will be Building

Economies Strong Together!

In pairs, countries will organize the best fundraising event organized by pupils. The pupils will create virtual companies that sell recycled goods. They will organize a fair for parents to sell and promote their goods and their companies. The money will go to a good cause in one of the two countries or both, so they will be Building Economies Strong Together! During the project the pupils will learn about Fair Trade and recycling goods for sustainable development. Only a pair of schools can apply from 2 different continents. Every year the BEST logo, the BEST business plan and the BEST PR proposition fundraising event will be chosen.

Ages: �3 - �6Dates: OngoingLanguage(s): EnglishForum: BEST forum (apc.iearn.economics)Website: http://www.vreemdetaal.nl/moodle/course/view.php?id=�53Contact: Nawaraj Baskota, Nepal, [email protected], Marleen Spierings, Netherlands, [email protected]


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World We Live In (WWLi)Who can understand this world? Who creates it? Who defines its borders? How do they interact with other worlds? These questions are not random. I think that they are definitely asked by those, who might have just returned from any trip, educational exchange program or been in any other touch with other cultures: experience living in a foreign place makes you think of your own world. What to do with your world? How do we behave when we get out? How to answer all these questions? We invite to this discussion everyone who has ever experienced communication with foreign people, or culture, life and is interested in reflecting on how this functions in your world and how we interact with cultures.

Ages: 9 - 2�Dates: OngoingLanguages: EnglishForum: CIVICS Forum (apc.iearn.civics)Contact: Lydia George, [email protected] Sadaf Hemani, [email protected] and Syed Mehdi, [email protected], Pakistan

Students talk about themselves, their local communities, and the world. We try to understand what being “unique in the global” means.

An action based collaborative project in which young people will have an opportunity to evaluate the social issues in their immedi-ate and extended communities and respond to them through action projects.

The forum will serve as a platform for young people to be actively involved in their communities. Groups of students will be guided to work around Millenium Develop-ment Goals focusing on issues like the environment, eradication of poverty, women's education, and literacy, and respond to some of these issues through a process of reflection, dialogue and action. Teachers will be encouraged to prepare their classes to be community volunteers, engage them in community mapping, and assist them in planning community service projects that focus on identified themes as part of their classroom curriculum. Students and classrooms may partner with other social welfare government and non-governmental organizations for effective implementation of the projects.

Ages: �2 and upDates: Ongoing (September - June)Languages: English, Russian, BelarussianForum: World We Live In (apc.iearn.wwli) Website: http://www.newlineclub.net/Contact: “World We Live In” Project organizers – Youth International Education Club “New Line” of the “Transformation of Humanities” Association, Minsk, Belarus. General coordination – Sofia Savelava, Mariya Rusak in Belarus: [email protected], [email protected]

CIVICS: Youth Volunteerism and Service


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My Most Prized PossessionAfter a thoughtful look at materialism and self-examination, students around the world are invited to create a two to four minute movie about their most prized possession. The movie should be created with still images or video and include narration, music and subtitles in English. After movies are created, students turn in a submission form to our class and then post their movies to Teacher Tube http://www.teachertube.com/.

An international collaborative project where students examine what is really

important in their lives and create a movie about their

dearest possession.Ages: 5 - �9Dates: OngoingLanguages: EnglishForum: My Most Prized Possession (apc.iearn.prized)Website: http://www.teachertube.com/Contact: Laurie Walsh, USA, [email protected]

Architecture and Living Spaces Around the WorldStudents research the architecture and history of the houses, buildings and monuments of their town. Forum entries start with a brief description of their town, including its population and its geographical location. Students are encouraged by their teachers to study buildings with historical significance, as well as their own houses. Photos and drawings can also be sent to the facilitator for the web page gallery.

Students research the architecture and history of the houses, buildings and

monuments in their towns.

Ages: 7 to �7Dates: OngoingLanguages: English, French, GermanForums: Architecture (apc.iearn.architecture)Contact: Christine Kolstoe, USA, [email protected]

From Revolution to Civil WarEven though every country has its own unique history, many countries share similarities. This project will compare the similarities and differences of countries that have experienced revolutions and/or civil wars. Students will interact with students from other countries to hear first hand historical accounts. Creative writing pieces about the revolutions and civil wars will be shared by the students.

This project will compare the similarities and differences

of countries that have experienced revolutions and/

or civil wars.

Ages: �� - �5Dates: Ongoing Languages: EnglishForums: Revolution to Civil War (apc.iearn.conflict) Contact: Andrea Perrin, USA, [email protected]


4�

We Remember - "Kamrad 23"

Ages: �2 - �8 Dates: OngoingLanguages: English, Hebrew, German, CzechForum: We Remember (apc.iearn.weremember) Contact: Ruty Hotzen, [email protected]; Yonat Klar, [email protected], Israel, Freda Goodman, USA, [email protected]

A unique and creative way of learning about the Holocaust through continuation of a youth magazine, “Kamarad” (Friend”), that was written in Ghetto Terezin (Theresienstadt).

The Terezin ghetto was the only ghetto to survive until the end of World War II. Many children’s and adolescents’ artwork remained in the ghetto. Among them was the poem “The Last Butterfly” that has become a symbol of the suffering of the Jewish child in the ghetto. Among the material was the “Kamarad,” (friend) magazine that our project deals with and through which we tell the story of the life and death of its authors. The continuation of that article and of Kamarad itself comes nearly 60 years later in the “Kamarad23” project, which is not intended just to look back, but forward.

Good DeedsWe find it very important to support and encourage good deeds and human values, and show youth how important good deeds are, even the simplest of them. They should realize that these acts could build a healthy cooperative, peaceful, and merciful society that will embody and empower certain great values such as beauty, courage, sacrifice, and brotherhood. In this project, students can do a lot of cooperative learning activities and then present them online in the form of short stories, essays, free writing, summaries, drawings, and questions. The project aims to encourage personal reflection among students.

Ages: AllDates: OngoingLanguage(s): Arabic, English (other languages welcomed) Forum: Good Deeds (apc.iearn.changetheworld)Website: http://ifayed.net/Links/GDeeds.htmContact: Ismail Fayed, [email protected], Egypt

Share, on a regular basis, a simple good deed(s) you have performed, showing the details and motives behind this act.

A community service project that discusses youth participation and helps them to take action. In a world where so many young people don’t have the chance to participate positively in solving the problems of their societies, where many children suffer and don’t find anybody to help them, where the environment is destroyed everyday, we need more efforts to make a positive difference. Because many dangerous phenomena threaten our societies and countries and the lack of awareness is widespread, we need to encourage students to act positively in their societies.

We believe that youth can achieve what elders might not be able to because they have the ambition and the desire for a happy peaceful world.

Ages: �2-�8Dates: OngoingLanguage(s): EnglishForum: Students Unlimited (apc.iearn.service)Contact: Elgohary Helal Elgohary, gohary6�@yahoo.com, Ahmed Gamal Saad, [email protected], Mohammed Hamza [email protected], Egypt

Students Unlimited


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My School, Your SchoolStudents compare school

life in different countries around the world.

Ages: AllDates: OngoingLanguages: English, and SpanishForum: My School, Your School (apc.iearn.school)Website: http://myschoolyourschoolproject.blogspot.comContact: Silvana Carnicero, silvanacar0�@ yahoo.com.ar Mariela Sirica, [email protected]; Argentina

For Spanish version version (Mi Escuela, Tu Escuela), see page 66.

We are looking for partners around the world who would like to join us in a project to compare school life in different countries. The project aims at making students aware of the strengths and weaknesses of their own educational system and to show them different ways of improving it and building a sense of identity.

Against School Drop Out

Ages: �5 - �8Dates: OngoingLanguages: French, English, ArabicForum: Education (apc.iearn.education)Contact: Salimata Sene, Senegal, [email protected]

A place for students, parents, teachers and others responsible for education to

think about the main problems in education.

In our country, Senegal, of every �00 children who go to school, there may only be 30 remaining at the end of the secondary school. There are many causes of this failure, and we would like to help them solve this problem by exchanging messages, essays, pictures, drawings and creative writing.

Voyage: Volunteer of Youth ProjectWe invite teachers and

students to develop a sense of sympathy and charity, and

serve others as volunteers.

In this world, what we really need is care and concern for people, not cruel wars or hostile conflicts. Youth can make miracles, and Volunteers Of Youth can create a brand-new world full of love, concern, understanding and cooperation. The Voyage: Volunteer-Of-Youth Age Project will research some needy cases and take action to assist these people devotedly and enthusiastically.

Ages: AllDates: OngoingLanguages: AllForum: Humanity (apc.iearn.humanity)Contact: Jane Kang, [email protected], Doris Wu, [email protected], Agnes Lin, [email protected]; Taiwan


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Kindness Can Change The WorldIf we are kind to each other, we'll be able to change the world for the better.

Participants write stories in their native languages about kind and considerate people; how their noble deeds can change our life for the better; and why it is so important to have good manners and show consideration for other people. Stories will be translated into English and pictures should illustrate the stories.

Ages: 7 - �8Dates: OngoingLanguages: AllForum: Change the World (apc.iearn.changetheworld)Website: http://www.politeness.narod.ru/Contact: Tatiana Serjanina, Belarus, [email protected]

iTHINK is a student-facilitated team project, aiming to connect students and teachers from all around the world, and let them know more about each other, learn about others' ideas, beliefs, cultures, habits, and generally establish new FRIENDSHIPs all around the globe. This project has been defined and introduced by MAMEA Group from Iran, in cooperation with iEARN and SchoolNet.

Ages: 6 + Dates: Ongoing Languages: English Forum: iThink (apc.iearn.ithink)Website: http://ict-club.schoolnet.ir/MAMEA/iTHINK.htmContact: Mostafa Nejati, [email protected], Mehran Nejati, [email protected], Azadeh Shafaei, [email protected], Elham Shafaei, [email protected], Armaghan Shafaei, [email protected]; Iran, Nuria Peguero, USA, [email protected]

Connecting students and teachers and enhancing cultural exchange!

iThink

My Island HomeThe aim of this project is to Unite Asia/Pacific Island Nations through a project that promotes shared understanding.

This project will enable participants to compare and communicate differences, similarities and opinions through contributions to forums, information sharing, and the web page. Participants share their culture in a variety of ways, including things they have in common and those unique to them. The project will run through a series of themes, the timing of which will be agreed to by participants. Throughout the year there will be different ideas being suggested for students to share with others.

Ages: AllDates: OngoingLanguages: EnglishForums: My Island Home (apc.iearn.island)Contact: Sean Boulton, Australia, [email protected]


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Heart to Heart

Ages: 6 - �3Dates: OngoingLanguages: English, SpanishForums: Heart to Heart (apc.iearn.heart) Contacts: Lynn Rosen, USA, [email protected] Tamara Galiulina, Russia, [email protected]

Heart To Heart is a forum that includes monthly themes.Children will write poetry, draw pictures and collaborate with their global partners. We will include world topics that affect us, as well as sharing cooking recipes, poetry, family trees and memoirs, and peace and its importance.

A project that will show students how to enjoy their

global partners thematically.

Dream School TheaterDream School Theater connects participating schools by a multi point video conference system using ISDN and/or Internet. Each stage is a special place for children/students to express their tradition and culture with colors, sounds, and motions through dancing, songs, poems, drama, musicals, pantomime, doll play, shadow play, etc.

Students in classrooms around the world share ideas

about their culture during a series of video conferences.

Ages: 5 - �8Dates: OngoingLanguages: English, JapaneseForum: Dream School Theater (apc.iearn.options)Contact: Yoshiko Fukui, Japan, [email protected]

Machinto - "Do You Hear a Little Bird Crying?"Based on a picture book called ‘Machinto’ and children’s art in wartime ‘They Still Draw Pictures,’ participants research what kind of wars have taken place after Hiroshima/Nagasaki, and learn about a little bird still crying somewhere in the world. They learn about what war brings us, and what we can do for this crying bird. They will make creative picture books to present to those little birds in the world, 2007-2008.

Participants learn what wars mean to different people and try to find ways to stop them.

Ages: All Dates: Ongoing Languages: English, JapaneseForum: Machinto (apc.iearn.machinto)Contact: Jennifer Geist, USA, [email protected] Yoko Takagi, Japan, [email protected] Mali Bickley, Canada, mbickley@mail�.scdsb.on.ca,


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Fight Against Child LabourYouth collaboration in research and awareness-raising on the issues of child labour and exploitation.

This project continues to bring together young people in research on and discussion of issues relating to children's rights and the burdens carried by many millions of children through excessive and harmful labour. The project provides the potential for young people to adopt action agendas to assist in the abolition of the worst forms of child labour and to provide educational opportunities for children around the globe. Young people are encouraged to contribute, in whatever form they choose, in reporting on the situation in their country or their country's attitude towards child labour issues.

Ages: All ages - most suited to �0-�8Dates: OngoingLanguages: English and French, but potential participants should suggest use of any languageForum: Child Labor (apc.iearn.projects)Website: http://www.iearn.org.au/clpContact: Bob Carter - teacher, Australia [email protected], Salimata Sene - teacher, Senegal [email protected], Lockias Chitanana - teacher, Zimbabwe [email protected], Udara Soysa - student, Sri Lanka [email protected], Sarah Alam - student, Pakistan [email protected]

Issues of Trauma in Africa: Raising Awareness, Taking Action

This project will expose children and teachers around the world to trauma stories in Africa , including their effects on the society and family support system.

The goal of this project is to exchange information about strategies that individuals and communities use to cope with difficulties and trauma, from bullying to child soldier to teen pregnancy. Participants search trauma stories and post them for other participants to comment on. Participants are to show proof of stories posted. This can be done by posting the URL in the forum for others to see or scanning articles related to this and posting it into the forum.

Each participant is to look for trauma stories from their region and compare these stories with their experiences on their continent; what would happen on their continent and how it would be handled. (from Europe, Asia, Australia, North America, to South America)

Ages: AllDates: OngoingLanguages: EnglishForum: Trauma in Africa (apc.iearn.trauma)Contact: Daniel Olalekan Amusa, Ghana, [email protected]


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Eradication of MalariaMalaria is one of the oldest and most frequently occuring infectious diseases in humans. Malaria kills more than 2.7 million people a year, most of them children and pregnant women in Sub-Saharan Africa. Only Tuberculosis and HIV/AIDS take a similar toll. Half a billion people are infected by malaria annually. Though most do survive, many of them still suffer years later from anemia and development disorders caused by severe malaria infection. It is disheartening to see the rate at which malaria ends the lives of young ones, mostly due to ignorance. This project is motivated by preventable deaths of students whom I know. The painful truth is that the same ignorance persits, despite advances made in finding a cure. This project will bring young people together to research, analyze, and discuss the issues, as well as seek solutions.

Ages: AllDates: OngoingLanguages: EnglishForum: Health (apc.iearn.health)Website: http://botswana.malaria-eradication.orgContact: Tommie Hamaluba, Botswana, [email protected]

Students analyze the causes, effects, prevention and

treatment of malaria worldwide.

Outstanding Persons of the Armenian DiasporaMany Armenians are spread all over the world and represent the vast diaspora. The participants of this project write essays about outstanding persons of the Armenian diaspora in the field of science, culture, art, literature etc. and discover and describe the political, economic, and social origins of the Armenian diaspora.

Ages: All ages – most suitable �3-�7Languages: English, Armenian, Russian Dates: OngoingForum: Armenian Diaspora (apc.iearn.armenia)Contact: Karine Durgaryan, Armenia, [email protected]

An exchange among students worldwide who are interested

in learning more about the Armenian Diaspora.

United Beyond our DiversityThe aim of the project is to understand the similarities/differences in our attitudes towards the challenges that we face. Students are welcomed to focus on a challenge and share their essay in the “iEARN-Unity” forum. The project will culminate in a virtual and physical United beyond our Diversity Panorama which will be presented online and at the 2008 iEARN World Conference in Uzbekistan.

The aim of the project is to understand the similarities/differences in our attitudes

towards the challenges that we face.

Ages: �5 - �8 Dates: OngoingLanguages: English, Arabic, FrenchForum: United Beyond Our Diversity (apc.iearn.diversity)Contact: Eliane Metni, Lebanon, [email protected] Bob Hofman, Netherlands, [email protected]


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There are so many places that are interesting for adults in each country, but unfortunately, tourism for children is not developed as well. The Internet gives us the unique possibility to tell people from different tips of our planet about interesting places in our countries, so you can attract attention to your country and contribute to the development of the tourism industry in your country. Would you recommend any interesting route around your city, village and country for peers to visit? Students describe routes they like most of all, take photos, draw, paint and put this information on the forums of the website. These routes can be walking, buses, bikes, canoe, etc. Additionally, participants of this project can discuss costs of traveling (about national monetary and its dollar equivalent), and hotels and museum fees for each point of their tour.

Students research interesting routes of their cities, villages, and countries by writing essays, drawing, painting, and taking photos to draw attention to the places in which they live.

Tours Around the World

Ages: All Dates: OngoingLanguage: EnglishForum: Tourism (apc.iearn.tourism)Contact: Valentyna Sakhatska, Ukraine, [email protected]

Students will find out at least five natural tourist places in their country and describe the places, their economic and cultural importance, and describe how and when it is safe to visit them.

My Heritage in Tourism

Ages: AllDates: OngoingLanguages: EnglishForums: Tourism (apc.iearn.tourism)Contacts: Paul Mpofu, Zimbabwe, [email protected]

There are many places of interest and importance in every country. These places are of economic and cultural value to the respective countries and in particular through tourism. Almost every country is engaged in some kind of programme to preserve and invest in these places of interest and it is therefore imperative that youth partake in the preservation and promotion of the natural heritage in their country.

In this project, students find out the five best resort places in their country, describe the places and insert pictures. They also describe the cultural and economic importance of the places. Students also find out policies that are being implemented by their governments towards tourism and natural heritage. They also outline how youth are involved in the preservation and promotion of natural heritage.


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Folk Costumes Around the GlobeSend pictures and descriptions

of folk costumes in your country.

A project for students to share their folk/national costumes with other students and teachers in the world, and to promote their folk art and traditions. The students will send pictures of folk costumes from their countries, with a short description of them and give information about the occasions on which people wear, or once wore them.

My Talented Coeval (Contemporary)

Ages: All ages - most suited for �2 - �7 Dates: Ongoing Languages: Armenian, English, RussianForum: We Are Contemporaries (apc.iearn.childhood)Contact: Karine Durgaryan, Armenia, [email protected]

Students share positive stories about their

contemporaries around the world.

Students share positive stories about their contemporaries around the world as a way to celebrate the successes of youth worldwide who are making a difference in the world. The information on these talented coevals (contemporaries) stimulates the students to write essays about them.

Ages: �0 -�9Dates: OngoingLanguages: AllForum: Culture (apc.iearn.culture)Website: http://iearn.dej.ro/projects/FolkCostumesAroundTheGlobeContact: Teacher: Cornelia Platon, [email protected], Student: Raul Ropan, [email protected], Romania

Local History Students research the history of their own town or area under the categories of buildings, famous people, and events. Sources of information are documented at the end of each entry. Photos can also be sent to the facilitator for the web page gallery. Students are encouraged to correspond and ask each other questions about their articles.

Partners can be arranged if you wish to correspond with another school as well. Several teachers suggested that young students be encouraged to write about their own family history, e.g. a special thing, old photograph, story or tradition. This helps them start research with something small and later continue it into the story of their region or country.

Ages: All Dates: OngoingLanguage: EnglishForum: History (apc.iearn.history) Contact: Nina Koptyug, Russia, koptyug@sch�30.nsc.ru

Students share the histories of the buildings, famous people

and events of their town or surrounding area.


49

This project will include access to an online environment that provides resources and support for participating teachers. Students from around the world, with support and direction from their teachers, are invited to take part in the project. The project is de-signed to include a variety of entry and exit points for teachers and students. Among the goals of the project:

• encourage students to become active citizens in their local, national and global com-munities;• allow students to develop a strong understanding of the many issues of poverty and homelessness as it applies to local, national and global perspectives;• encourage students to communicate a specific message clearly, accurately, and ap-propriately within a given context through the use of a variety of literacy formats;• make school and district staff knowledgeable about and responsive to the value and use of educational technologies for teaching, learning and building organizational ca-pacity.

An opportunity for teachers and students worldwide to examine the issues of poverty and homelessness.

The Many Faces of Poverty and Homelessness

Ages: 5 - �8Dates: OngoingLanguage: EnglishForum: Poverty and Homelessness (apc.iearn.endpoverty)Website: http://www.thehomeless.caContact: Michelle Speight, Canada, [email protected]

KindredStudents are asked to interview members of their immediate family (mother, father, brothers, sisters), extended family (grandparents, uncles, aunts), neighbours or friends in the local community. They should ask them about experiences in their life that have been affected by the events of world or local history. Events may include war, natural disasters, migration, important discoveries, monuments, famous places and so on. Students should focus on the impact on the family.

Through participation in the exchanges, students gain a greater understanding of themselves as a member of their local community and learn about life in other countries through the events that shape the lives of other contributors.

Students research events in thelives of members of their family or local community to find how they have been impacted by world or local history.

Ages: AllDates: OngoingLanguage: EnglishForum: Oral History - Kindred (apc.iearn.family)Contact: Judy Barr, Australia, [email protected]


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Portrait of the World: Picture it!

Ages: �2 - 20 Dates: Ongoing Language: English

Website: http://www.glogow.pl/iearn Contact: Halina Bednarz and iEARN Poland: [email protected]

Project based on photos and other multimedia (movies,

flash, ppt, etc..)

There are various subjects covered by this project, including Multimedia History -ancient world, medieval times, museums, World Culture - international festivals, food over the world, international performances; Multimedial Europe - travelling in Europe; Science - Astronomy and Biology; Picturesque World - artistic visions of nature, civilization and people (art photos, collages, etc...)

Model United Nations is a simulation of the U.N. General Assembly and other multilateral bodies. It not only involves students in the study and discussion of global issues, but also encourages the development of skills useful throughout their lives, such as research, writing, public speaking, problem solving, consensus building, conflict resolution, and cooperation. Over the course of 60 years, hundreds of thousands of high school and college students have taken part in Model United Nations programs. Now two organizations (iEARN and the United Nations Cyberschoolbus) have joined together to create new on-line resources to help Model UN participants prepare for conferences.

Students network with each and with schools in the countries they are representing at Model United Nations conferences around the world. They will discuss logistics, fundraising, and preparing for the conference. Each week the forum will feature a new discussion question on topics ranging from nuclear containment to climate change.

Ages: �2 - �8Dates: OngoingLanguage: EnglishConference: Model United Nations (apc.iearn.mun)Contact: Drew Schneider, USA, [email protected]: http://www.cyberschoolbus.un.org

A simulation of U.N. multilateral bodies designed to increase student awareness of global issues and introduce students to the world of diplomacy and

negotiation.

Model United Nations Program


5�

Natural Disaster Youth Summit 2008A project in which children learn how to cope with natural disasters such as earthquakes, volcanic eruptions, wildfires, floods, hurricanes, landslides, tsunamis, droughts and so on through communication and collaboration with global friends. This year’s theme: Global Warming and Disaster Reduction

NDYS was organized in Hyogo in May 2004 and started from September 2004, commemorating �0th anniversary of great Hanshin Awaji Earthquake, Japan. Natural Disasters occurs anywhere and anytime on this planet. We learned the importance of human lives and preparedness for disasters. This is what we have learned through NDYS 2005 to 2007. We have different information to reduce the impact of the same kind of disaster. Share your information with the world. It will take many years to build a disaster-resilient society. Start your continuous efforts from now until you grow up, then transfer your efforts to your next generation. With more communication, lives can be saved. Our ultimate goal is to enhance awareness of natural disasters to families, schools and local communities around the world and build a safer place to live in for everyone on this planet. To achieve this goal, we have planned 3 programs.

1) Global Disaster Safety Map. Participating students are encouraged to create a Disaster Safety Map of their school's surrounding areas. Safety maps made by schools all over the world can be shared through video-conferencing and forums. Once they are connected, we'll have a global disaster safety map that brings the whole world together. 2) NDYS Teddy Bears with Kid’s Safety Bag. As a subsidiary program, the NDYS Teddy Bears (NDYS Little Ambassadors) with Kid’s Safety Bag will be exchanged between partner schools to strengthen friendly bonds.3) Discussion on ‘What youth can do to prevent the next disasters. Theme: Global Warming and Disaster Reduction. Through this program, we expect students to grow as NDYS Ambassadors who share their information of disaster management and tell people the importance of preparedness for the next risk.

As the final event of the project, we will get together in Trinidad and Tobago, and hold the International Conference ‘Natual Disaster Youth Summit 2008.'

Ages: AllDates: OngoingLanguage(s): Mainly English and Japanese. Other languages will be used as supportive languages. Website: http://ndys.jearn.jp/ (Main, Japan), http://www.naturaldisastersiearntnt.org/ (Trinidad and Tobago)Forum: Natural Disaster Youth Summit (apc.iearn.ndys)Contact: Kazuko Okamoto, [email protected], Yoshie Naya, [email protected], Hiroko Fukuda; [email protected]; Japan Additional international coordinators: Doris Wu, Taiwan, doris2�[email protected] Nunik Nahapetyan, Armenia, [email protected] Abe Ferguson, afef�[email protected], Genta Nakano, Japan Gia Gaspard Taylor, Trinidad and Tobago, [email protected] Mariam Mokhtari, Iran, [email protected]

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Math, Science, Environment, and

TechnologyYouthCaN

YouthCaN (Youth Communicating and Networking) is a network of youth clubs, classes and community groups who share an interest in studying and protecting the environment. These groups are youth-directed. They coordinate local hikes, explorations of the environment, investigations of environmental topics and share these explorations through the YouthCaN forums and at local and international conferences and workshops. Our network is growing. We will have YouthCaN 08 conferences in different countries on April 7, 2008. Countries that have had conferences in recent years include: Japan, Taiwan, Iran, Jordan, Lebanon, Egypt, Sierra Leone, Senegal and several locations in the USA. The largest is at the American Museum of Natural History in New York City, where �300 students gathered in 2007 to share their environmental project work. Perhaps you can plan one in your town or school. There will also be participation from many other countries in the 3 YouthCaN online forums (Planning Committee, YouthCaN Projects, YouthCaN Teachers).

This project is co-sponsored by the American Museum of Natural History, iEARN, Caretakers of the Earth/USA and a number of high school environmental organizations.

Ages: AllDates: OngoingLanguages: AllForum: YouthCaN Environmental Project Discussions (apc.iearn.youthcan); YouthCaN Planning Committee - (apc.unep.nyu.youth); TeacherCaN - (apc.iearn.teachercan)Website: http://www.youthcanworld.org/Contact: Jay Holmes, USA, [email protected]

Student share their interest in environmental topics and collaborate on projects year

round through the forums, video conferencing and

meeting at conferences.

Math, Science & Environment

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Great Apes ProjectAn online collaborative project for children of the world to discuss issues and raise awareness of the plight of the great apes through online activities, research projects, action projects and creative exchanges of art and other materials between participating schools. Student work will be published on the project website and published in hard copy. All participants will contribute to an electronic montage, a copy of which will be displayed in all participating countries as a celebration of participation. The project is run in collaboration with GrASP Australia.

Ages: 5-�8Dates: OngoingLanguages: AllForum: Great Apes (apc.iearn.greatapes)Website: http://www.iearn.org.au/greatapesContact: Rob King, Australia, [email protected]

To raise awareness about the threatened extinction of the Great Apes in Africa and Asia.

Little ExplorerA project that encourages scientific research projects for early-childhood aged students.

Children, supervised by teachers, perform a series of activities such as research games and experiments. Children and teachers analyse the results of the activities, and describe, exchange and publish them using ICT. The reports of the children’s research make the basis for educational resources that develop different strategies of thinking and listening to others. Children ask open-ended questions: Why…?, How…?, What would happen if…? and try to find the answers to these questions.

Ages: 5 -8Dates: OngoingLanguages: EnglishForum: Little Explorer (apc.iearn.explorer)Website: http://mediablog.mail2web.com/littleexplorers/Contact: Ewa Kurzak: [email protected], Halina Bednarz: [email protected], Sylwester Strzelec: [email protected]; Poland

Water Habitat ProjectParticipants collect observations and data from their local water habitat, including: �. Water: pH, temperature, and quality; 2. Habitat: plants, wildlife, and human presence; 3. Water Resource Use; 4. Environmental Issues and Actions.

Ages: 5-�8Dates: OngoingLanguages: EnglishForum: Water Habitat (apc.iearn.waterhabitat)Contact: Katherine Law, USA, kdlaw@seattleschools

Each participating group of students identifies a local water habitat for ongoing longitudinal study.


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Math, Science & Environment Math, Science & Environment

In this project students are invited to a) explore how math is used in their families and communities; and b) use math skills to investigate community or social concerns and then take action to promote greater equity in the world around them.

Ages: All including parent and community groupsDates: September, 2007 - May, 2008 (English)

Ongoing (Spanish)Languages: All Forum: Math (apc.iearn.math)Website: http://www.orillas.org/math Contact: Kristin Brown, USA; [email protected], Enid Figueroa, PR; [email protected], Mariela Williams, Argentina; [email protected], Aileen Velázquez, PR; [email protected] To reach all the facilitators: [email protected]

Students explore the uses of math in their community and in

promoting social equity.

Connecting Math to Our Lives

A website about mathematics where students and teachers

can learn and interact with each other.

Ages: �2 to �8Dates: Ongoing Language: English, FarsiForum: Math (apc.iearn.math) Website: http://math.schoolnet.irContacts: Maryam Behnoudi, Iran, [email protected]

Mathematics Virtual Learning CircleThis project is an interactive and educational website about Mathematics. There is a place where students learn how to collaborate with each other and creat new methods in learning .Teachers can use the lesson planning, and both printable and dynamic worksheet. There is a forum where all user can discuss with each other and solve many problems by themselves. The mathematics problems related to daily life are the main part of this site.

The Connecting Math to Our Lives Project and Mathematics Virtual Learning Circle may coordinate joint activities throughout the year. Please contact the facilitators of each to learn more about their partnership.

Math, Science & EnvironmentMath, Science & Environment Math, Science & Environment

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Planetary Notions

Ages: �2-�8Dates: Material will be collected until May �, 2008Languages: English and the native language of the students where possibleForum: Environment (apc.iearn.environ)Website: http://www.youthcanworld.org/PN/Contact: Flora Huang, USA [email protected]

Planetary Notions (PN) is an environmental project that gives students an opportunity to publish articles in an annual magazine so that they can share their views about the world's environmental health and how to protect it. In addition to articles, Planetary Notions facilitates discussion about these issues through the Environment forum. The forum gathers articles on environmental subjects and promotes discussion of environmental issues. The publication will include summaries of some of the major discussions from the year.

A publication in which students from around the world can express their feelings on environmental issues.

Four Rivers, One World ProjectThis project promotes active citizenship through international environmental science collaboration among science teachers and their students.

iEARN-Bangladesh, iEARN-India, iEARN-Nepal, and iEARN-USA are working in partnership with Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology, New Jersey, USA and the WaterKeeper Alliance, NYC, USA to conduct the Four Rivers, One World Project. This project promotes active and responsible citizenship through international environmental science collaboration among science teachers and their students in the above countries. Through support from the US Department of State, Bureau of Education and Cultural Affairs, a small team of participants in these countries will participate in river excursions with "hands-on" water analysis, community service projects, professional mentoring and networking, videoconferences, and workshop presentations. All iEARN participants are invited to participate in the project's online forum, and can learn more about the project at the 2008 iEARN YouthCaN Conference. Students are encouraged to sample the water from local rivers in their community and share their findings with the wider iEARN community.

Ages: Secondary School Dates: September 2007- December 2008Languages: English Forum: Four Rivers, One World (apc.iearn.rivers)Contact: Tina Habib, USA, [email protected]

Nature through the Eyes of GenerationsOpinions and interesting stories with pictures and photos compare current and past states of nature. The students study the changes in the environment with time, clarify the reasons of these changes, and estimate them. Students collect and learn various facts using literature sources and conversations with relatives and those of elder generations. This project will allow participants to think more deeply about environment protection.

Comparing current and past states of nature.

Ages: All ages – most suitable for �3-�7Dates: OngoingLanguages: English, Russian and ArmenianForum: Nature (apc.iearn.nature)Contact: Elia Simonyan, Armenia, [email protected]


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Math, Science & Environment Math, Science & Environment

Tub Gardens ProjectA project fostering apprecia-

tion of nature and biodiversity through the planting of

gardens.

In our fight against the effects of global warming, one of the questions we need to ask is “How can we take some of that carbon out of our atmosphere?” With this question in mind, this project uses one of the principles of permaculture design to create gardens, which encourage diversity in flora and fauna and support a sustainable way of life. The vegetation selected for the garden should be a mixture of plants which will serve to trap carbon dioxide from the atmosphere as well as produce food. The project is also aimed at fostering an active appreciation of nature and biodiversity amongst students by encouraging them to study eco-systems as a network.

Ages: 5-�8Dates: OngoingLanguage: EnglishForum: Tub Gardens (apc.iearn.gardens)Website: http://www.iearntandt.interconnection.orgContacts: Yema Jaikaran, Trinidad and Tobago, [email protected]

Green Ribbon School Pilot ProjectA format for students to assess and change the

"greenness" of eight areas in their schools.

This project gives students the opportunity to assess the “greenness” of the environments in which they spend many hours of the week - their schools. The goal of the project is to determine (through the input of participating schools) whether the criteria developed by middle school students during the 2006-07 school year are inclusive and yet attainable by schools throughout the world. Participating schools will: critique their school’s greenness using the criteria guidelines provided; suggest additional criteria they think should be included; identify, implement, and report on at least one change they can make in their school to fulfill one of the criteria listed.

Ages: �� +Dates: Ongoing Languages: EnglishForum: Green Ribbon Schools (apc.iearn.green)Contact: Toni Herrin, USA [email protected] and Susan Hopper, USA [email protected]

Colours of LifeA project encouraging pre-

school and kindergarten aged students to explore the many

colours of life.

Colour is a way for children to define and organize the diverse world around them. These first teachings in preschool and kindergarten are basics that every child needs to know before they learn reading, writing and math. Participants are encouraged to look for colours in their local environment and prepare a presentation or video clip with their results. This can be done through work on the topic of healthy food and find colours in their local food. They can also produce work from mixing colours and producing another colour from the mixture, and exhibit favorite colours through video podcasting and digital photography.

Ages: 3-5Dates: September 2007-July 2008Language: EnglishForum: Colours of Life (apc.iearn.colours)Website: http://coloursoflife.wikispaces.com/Contacts: Ewa Kurzak, Poland, [email protected], and Miriam Shembri, Malta, [email protected]

Math, Science & EnvironmentMath, Science & Environment Math, Science & Environment

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Migrating Birds Know No Boundaries

Ages: AllDates: OngoingLanguages: AllForum: Migrating Birds Know No Boundaries (apc.iearn.birds)Website: www.birds.org.ilContact: Ruty Chotzen, Israel, [email protected]

During the school year, students learn about bird migration by watching birds in key locations during the migration seasons while communicating with other students on-line. The project will also include class lectures on bird migration; conflict between birds and airplanes and agriculture; following satellite birds on-line; observing nesting by on-line cameras; analyzing pellets in the laboratory; and conducting bird surveys near the school and home.

A web based interdisciplinary educational program on bird migration, science, technology and space.

The Daffodil and Tulip ProjectStudents in different parts of the world plant bulbs together and collect data on various parameters (latitude, longitude, sunlight, temperature etc.) tracking when they blossom.

Classrooms around the world choose Daffodil and/or Tulip bulbs to plant. Students will be asked to collect temperature data throughout the experiment and report to the group. In addition, they will report when the blooms appear. Students will have opportunities to use and practice math skills, science skills, and appreciate geography and culture. The project can be as involved or as simple as your class needs it to be.

Ages: AllDates: OngoingLanguages: English Forum: The Daffodil and Tulip Project (apc.iearn.daffodil)Website: http://www.elementaryworkshop.org/Students/Daffodils/ Daffodilprojectindex.htmlContact: Ruty Hotzen, Israel [email protected] Amy Dwyer, USA [email protected]

Reptile Atrium ProjectParticipants can research information about Australian lizards and share information about their lizard species.

Australian lizards are housed in the school’s reptile atrium. Students can email species of lizards and obtain up to date information, measurements, daily habits and photos of them in their natural environment. Replies will be sent to those who email the lizards from the students at the school. Participants can let us know all about the reptile species in their country and we will post their information on our website to share with the world.

Ages: 5 - �8Dates: OngoingLanguages: English, Indonesian Forum: Animals (apc.iearn.animals)Website: http://www.heanyparkps.vic.edu.au/reptile.htmlContact: Cassie Wright, Australia, [email protected]


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Solar Cooking ProjectParticipants are invited to experiment with alternative energy uses by making, testing

and using solar cookers.

Recipes, construction tips, experiments and research findings will be shared and compiled on a web site. Among the activities: A) design original solar oven. B) compare insulation materials. C) compare panel cookers to box cookers. D) compare heat trap materials. E) compare the effects of climate changes on solar cooking. F) create an advertisement for solar cooking. G) debate the use of solar cookers. H) write letters to local newspapers about the benefits of using solar energy. I) create a web page about solar cooking. J) write and present a public service announcement for radio or TV about the need to conserve energy, deforestation issues in third world countries, the problems with fossil fuels, the greenhouse effect, or global warming. K) create a mural depicting the history of solar energy. L) write and perform a play or skit about the importance of solar cooking. M) compile a solar cookbook with tips on converting standard recipes to solar oven recipes. N) create board games focusing on solar energy facts. O) fund raise to sponsor solar cookers in rufugee camps and developing countries.

Ages: AllDates: OngoingForum: YouthCaN (apc.iearn.youthcan)Languages: All + include English, Spanish, or French translations when possible. Website: http://www.miamicountryday.org/podium/default.aspx?t=��796Contact: Rowena Gerber, USA, [email protected], Yvonne Moyer, USA, [email protected]

One World, One EnvironmentParticipants engage local sus-tainability issues by consider-

ing the “whole life” of products and services, and comparing

their results with others around the world.

We only have One World. How are we looking after it? What impact will global warming have on your community? What can we do to protect the earth from further damage? Maybe your community is already working together to improve things, or maybe you would like to start a project that could make a real difference. We would like to hear from young people all around the world. Share your ideas in words and pictures or send us your radio plays, interviews etc for inclusion on the One World radio station. Thanks to WAG funding we have been able to develop a resource pack of stimulus material that engages young people in exploring how their life style impacts on the global community. This pack is freely available on the iEARN UK website.

Ages: ��-2� Dates: Ongoing Languages: English Forum: One World (apc.iearn.oneworld) Website: www.iearnuk.com/oneworld/ Contact: Mary Gowers, Wales, [email protected]

In 2007-2008, students will have the opportunity to measure their “footprint” of carbon gas emission through a new Kid’s Calculator being developed by iEARN and zerofootprint.net. In addition, students will be able to set personal and school goals to make lifestyle in order to reduce their carbon footprint size. The goal is for � million students around the world to reduce their total accumulated CO2 by 35,000 tons (3�,75�,466 kilograms) during this year. This calculator is designed to be a tool that can be used in various iEARN projects dealing with the environment and sustainability The website for this calculator is: http://of2.iearn.org

Our Footprints, Our Future (OF2)An online carbon footprint

calculator tool for environmental projects.


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Learning Circles

• Each Learning Circle is composed of an assigned group of 6-8 classes who work together during an entire session. At the beginning of each session, a new cluster is formed. This means that during each session, everyone – teachers and students – is team-teaching and team-learning with peers from new locations. About 5-7 countries are represented in each Circle. • Every classroom participating in a Learning Circle has an opportunity to propose and carry out a project in collaboration with the other groups in their Circle. Online facilitators and the Learning Circles Teacher Guide (available at http://www.iearn.org/circles/lcgide/) provide suggestions to help both new and experienced Learning Circles participants. The Guide provides detailed descriptions of Learning Circles and includes many suggestions on how to structure cross-classroom collaborations in your classrooms.• Each classroom makes a commitment to contribute something to each of the projects proposed by the other classes. Everyone is involved in making all Learning Circles projects successful.•Learning Circles interaction is structured into six phases and each Circle culminates in the creation of a collaborative publication. Each classroom team is responsible for editing and publishing the report their project for the group publication.• Classes are given assignments in advance of each session around common themes and similar grade levels. To sign up for a Learning Circles, please fill out the placement form on the Web at http://www.iearn.org/circles/ or write to Barry Kramer at [email protected] or [email protected].• The three main themes for Learning Circles are: Computer Chronicles, Places and Perspectives, and Mind Works. In addition to our established themes, this year the Learning Circles project is again sponsoring an additional writing theme that is a collaboration between Learning Circles and the My Hero project (www.myhero.com). See the following pages for details.

Learning Circle Structure

Learning Circles are a way of grouping students and teachers into inter-national teams or “circles” to develop global projects around a shared theme. Learning Circles are highly interactive, reciprocal teaching and learning environments in which projects created by each class become the work of the Circle. The shared task is to create a Circle publication that collects or summarizes the Circle Projects. Because these Circles are a group activity with a specific set of activities along a timeline, it is necessary for those who choose this option to request placement in a circle two weeks before the beginning of each of the sessions. See www.iearn.org/circles/ for more information, and teacher resources developed by Margaret Riel, the creator of Learning Circles.

Schedule for 2007-2008September to January Session: Begins September 24, 2007 and ends on January �3, 2008 (�5 weeks with a �-week break in December). Placement Forms are due on September �5, 2007.January to May Session: Begins January 28, 2008 and ends on May �8, 2008 (�5 weeks with a �-week break in April). Placement Forms are due January �5, 2008.

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Mind Works is a writing theme designed to enhance creative and expository writing as well as develop different forms of self-expression. Writing topics explore fictional and creative writing forms. The goal is to help student learn how to communicate their thoughts and feelings in writing, then share and compare them with other students from distant places. The Circle publication for Mind Works is a literary magazine that might be called Creative Minds, Mind Works or a name selected by the group. The sponsored projects could be a specific form of writing such as: personal narratives, place poetry, city dialogues, school fables, local myths or personifications of local products. Or students can select a topic to sponsor and request different forms of expression on subjects like the family, jobs, schools or cities.

See www.iearn.org/circles/lcguide/mw/mw.html to learn more about Mind Works in the Mind Works Teacher’s Guide.

Mind Works

This theme promotes non-fictional 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. Classrooms solicit articles from their partner classes and edit them to create one section of the newspaper. This section is combined with the other sections sponsored by circles partners to form the completed newspaper, the Circle publication.

See www.iearn.org/circles/lcguide/cc/cc.html to learn more about Computer Chronicles in the Computer Chronicles Teacher’s Guide.

Computer Chronicles

6�

The Places and Perspectives theme encourages students to explore regional history, culture, government, and geography by sharing their knowledge with people from different locations. The goal is to help students understand how historical events and geographic conditions interact to help

shape their lives and gives them a deeper understanding of themselves, their families and their communities. Each classroom sponsors a project for a section in the Places and Perspectives Review. For instance, a classroom might sponsor a section on local legends, interview native inhabitants or the elderly, describe the historical attractions of the area, examine local constitutions, or compare weather patterns, map studies.. See www.iearn.org/circles/lcguide/pp/pp.html for the Places and Perspectives Teacher’s Guide.

The Panwapa Kid Puppet Project: A partnership with Sesame Street for students aged 5-7years old. Kids from classrooms around the world will exchange designs for puppets, which they will use to create puppet shows about conflict resolution and intercultural understanding. Contact [email protected].

In addition to the four themes for the 2007-2008 sessions, Computer Chronicles, Places and Perspectives, Mind Works, A Learning World, teachers are invited to sponsor and facilitate a theme a special Learning Circle. If you have a project idea or suggestion contact Barry Kramer [email protected] to develop a plan to advertise and elicit support for your project

Global Teenager ProjectEnables classroom discussions to 'go global'. It gives secondary schools a kick-start in the use of Information and Communication Technologies (ICTs) and it provides students with a safe, structured environment in which to discuss global issues. It also gives them a strong basis in communication skills and valuable insights into other cultures. Finally, it livens up the whole teaching process as teachers incorporate new ideas and methods into their classes. Using Margret Riel's Learning Circle concept, GTP offers a well guided environment to engage in this �0 week learning adventure. For more information see: www.globalteenager.org Registration takes place via the GTP country coordinators (see website). If your country is not listed please contact the project management in Johannesburg. Questions? Contact the Global Teenager Project program managers Titi Akinsanmi and Andrea Aranguren at [email protected] Global Teenager Project coordinator in the Netherlands: Bob Hofman, [email protected]

Note: Global Teenagers project operates outside of the iEARN forum platform.

Places and Perspectives

Teacher Sponsored Themes

Learning Circles My Hero, a collaboration between Learning Circles and the My Hero project (www.myhero.com), is a new writing and multi-media theme exclusively for 2007-2008 sessions designed to inspire students to create hero stories from around the world. 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.

My Hero

The Panwapa Kid Puppet Project.

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Argentina, http://www.telar.org/Armenia, http://www.iearn.childlib.amAustralia, http://www.iearn.org.au/Bangladesh, http://2�6.��9.74.32/bangladesh/index.htmBelarus, http://www.iearn4u.comCanada, http://www.iEARN-canada.org/Czech Republic, http://vok.gymck.cz/%7Eiearn/Egypt, http://www.iearnegypt.org/Finland, http://www.osteri.net/iearn.htmlGeorgia, http://www.sfsa.org.ge/gearn/India, http://www.iearn-india.org/Indonesia, http://www.iearnindonesia.org/Iran, http://iearn.saf.ir/Israel, http://www.geocities.com/iearnil/Italy, http://www.narnia.it/Japan, http://www.jearn.jp/Lebanon, http://iearnlb.org/m/Lithuania, http://www.iearn.ten.ltMacedonia, http://www.imor.org.mk/Mexico, http://informaticaeducativa.com/iearn/Mongolia, http://www.owc.org.mn/iearn/Morocco, http://www.mearn.org/Nambia, http://www.schoolnet.naNepal, http://www.iearn.org.np/New Zealand, http://www.lytton-high.school.nz/home/lulu/iEARN/Netherlands, http://www.iearn.nl/Palestine, http://www.iearn.org/palestine/Pakistan, http://www.iearnpk.org/Poland, http://www.sni.edu.pl/Puerto Rico/Orillas, http://www.orillas.orgRomania, http://www.iearn.dej.ro/en_index.htmlRussia, http://iearn-rusia.orgSierra Leone, http://www.iearnsierraleone.org/Slovenia, http://www.ljudmila.org/iearn/Spain, http://www.pangea.org/iearn/Suriname, http://www.iearn.org/globe/iearn-suriname.htmlSyria, http://www.iearnsyria.org/Taiwan, http://taiwaniearn.org/Thailand, http://arts.kmutt.ac.th/iearn/home_en.htmUganda, http://www.schoolnetuganda.sc.ug/homepage.phpTrinidad and Tobago, http://www.iearntandt.interconnection.org/United Kingdom, http://www.iearnuk.comUkraine, http://www.kar.net/~iearn/United States of America, http//us.iearn.orgUzbekistan, http://iearn.uz/

Languages in iEARN.

iEARN is active in over �20 countries, with projects happening in over 27 languages. Most iEARN projects are multilingual, often with English serving as a medium for international collaboration. Projects in this section are conducting their discussions in languages other than English. For more on various language communities and resources available, see www.iearn.org/globe/globe_language_gateway.html. For additional projects, see individual iEARN country websites at www.iearn.org/globe/. At the time of printing, country websites included the following:

OTHER: iEARN International, www.iearn.org iEARN-Asia: http://asia.jearn.jp iEARN-Europe: http://www.iearn-europe.org

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Juegos y Juguetes. La idea del proyecto es rescatar el juego en sus diferentes formas y expresiones e intercambiar juegos y juguetes tradicionales y regionales, propios de cada cultura, orientados a desarrollar valores básicos: tolerancia, respeto, amistad entre docentes y alumnos de las escuelas participantes. Edades: 5 a 8 años. Fechas: continuo Idioma: español Foro: apc.iearn.esp-juegosyjuguetes Facilitadora: Patricia Morales. [email protected] El Por Que De Los Impuestos. En este proyecto los alumnos tratarán de responder algunas preguntas a fin de poder comprender el funcionamiento del sistema tributario de su país, y en especial del impuesto de mayor recaudación, en el caso de Argentina el I.V.A. (impuesto al valor agregado). Edades: a partir de los �5 años. Fecha: marzo a noviembre. Idioma: español. Foro: apc.iearn.esp-impuestos. Facilitadoras: Susana Rossio [email protected]

Derechos del Niño y el Adolescente. Rescatando la Dignidad Humana: El proyecto local se desarrolla en común con equipos de trabajo de Naciones Unidas (UN), como parte del proyecto Friends of the United Nations (FOTUN). Direcciones de correo de contacto: [email protected] y [email protected]

Parques Nacionales. Se pretende revalorizar el potencial biótico, geográfico y cultural de los Parques Nacionales, como verdaderos laboratorios que permiten el estudio de los fenómenos naturales y culturales y sus interacciones. Edades: �2 a �9 Fechas: junio a noviembre Idioma: español Foro: apc.telar.parques Facilitadores: Lucrecia Santiago [email protected] Darío Martín dariomartin2�@yahoo.com.ar

Tour por el Mundo. Proyecto colaborativo interdisciplinario que busca fomentar el turismo en el país en el que vivimos y favorecer el conocimiento y el intercambio de información. Su eje central es la investigación de los centros turísticos que tiene el país en el que vivimos para luego darlos a conocer, al mismo tiempo que aprendemos de los sitios maravillosos de nuestros países hermanos. Edades: �0 a �7 años. Fecha: marzo a noviembre. Idioma: español. Foro: apc.telar.tourmundo. Facilitadora: Prof. Cristina Velásquez [email protected]

Alcanza tu cumbre: Este es un proyecto colaborativo interdisciplinario, de intercambio cultural entre escuelas, colegio y liceos de Latinoamérica y el mundo. Ha sido programado para alumnos de 7º a �2º grados y pretende ayudar a los jóvenes a pensar y soñar, a fin de lograr que los mismos se fijen una meta de Servicio Comunitario así como una meta personal, que les permita demostrar su adaptabilidad a cualquier situación. Edades: �2 a �8 años. Fechas: marzo a noviembre. Idioma: español e inglés. Sitio web: http://www.iearn.org/projects/dreamproject/ Foro: apc.telar.tucumbre Facilitadora: Rosi Rivarola. [email protected]

En Clave de fe. La música se ha convertido en un vínculo entre las generaciones y los pueblos. Ella nos ayudará, durante el desarrollo de este proyecto, a conocer aspectos culturales propios de cada región de nuestro país a través de la audición, la práctica musical y la danza, y a reforzar los vínculos culturales y afectivos con nuestros compañeros de esta aventura "musical". Edades: 9 a�2 años Fechas: continuo Idioma: español Foro: apc.iearn.esp-enclavedefe Cristina Velásquez [email protected]

Spanish Projects: For more Spanish projects, see iEARN Argentina www.telar.org/, iEARN Orillas www.orillas.org, and iEARN Pangea www.pangea.org/iearn.

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Es Peligroso un Libro? Apunta a lograr jóvenes lectores autónomos y críticos generadores de nuevos lectores. Los jóvenes aprenderán la importancia de la lectura para la adquisición de una cultura general. Se parte del estudio del libro Fahrenheit 45� de Ray Bradbury. Edades: �4-�7 años Fechas: continuo Idioma: español Foro: apc.iearn.esp-libro Facilitadora: Noemí Medina [email protected]

Nuevos Pulmones Para el Mundo. Este proyecto se basa en la lucha contra la contaminación ambiental específicamente del aire, que provoca problemas de salud que dificultan y a veces impiden la vida de algunos niños. Edades: 5 a�9 Fechas: continuo Idioma: español Foro: apc.telar.ambiente Facilitadora: Karla Almonacid [email protected]

Mi Lugar/My Homeland. El lugar donde uno vive queda signado por una serie hechos históricos, artísticos, culturales, etc. que lo hacen único e irrepetible. Difundirlo entre seres humanos tiene tanta trascendencia como el interés que uno puede demostrar por aprender la realidad de otros lugares. Edades: 5 a �9 Idioma/s: español y el idioma propio de cada lugar donde se trabaje el proyecto, rescatando y reivindicando las raíces propias. Fecha: marzo a noviembre.Foro: apc.telar.lugar Contactos: Marcelo Durán [email protected]

Puertas a La Paz/Doors to Peace. Llas comunidades educativas intercambien, reflexionen y generen actividades y proyectos que contribuyan a modificar la realidad local y global para lograr una cultura fundamentada en la paz. Edades: todas Fechas: continuo Idioma: español Foro: apc.telar.paz Facilitadores: Crescencio Orrego [email protected] María Patricia Ochoa [email protected]

Ensayos “Las Leyes de Vida.” Las reglas, los ideales y los principios que las personas eligen para vivir. "Las Leyes de Vida" invita a los jóvenes a expresar, en sus propias palabras, lo que valoran más en sus vidas. Los participantes escribirán ensayos que pueden: describir las reglas, los ideales y los principios que rigen sus vidas; explicar las fuentes de sus leyes de vida (libros, experiencia de vida, religión, cultura, modelos de personas, etc.) Edades: 9 a 2� años. Fecha: continuo. Idioma: español Foro: apc.telar.leyesdelavida Facilitadores: Crescencio Orrego [email protected] María Patricia Ochoa Valbuena [email protected]

“El agua nuestra de cada día.” El objetivo de este proyecto es formar conciencia en niños, jóvenes y adultos acerca de la necesidad de cuidar y preservar ese importante recurso natural que es el agua, conocer su composición, la importancia de ella en nuestras vidas y en todo lo que nos rodea para producir una reflexión sobre las posibles alteraciones en el ciclo del agua y por ende en el ecosistema de la comunidad debido a la acción humana. Edades: todas. Fechas: marzo a noviembre. Idioma: español. Foro: apc.iearn.esp-agua Facilitadora: Alicia Fernández [email protected], [email protected]

Un Día En La Vida. Les invitamos a compartir en este foro descripciones y comparaciones de diferentes culturas, no sólo de días comunes y corrientes sino también de acontecimientos y eventos especiales para ustedes y sus familias. Estos trabajos pueden incluir relatos de vacaciones, celebraciones o días de entretenimiento, ocasiones memorables como un cumpleaños, graduación o el día que nacieron, u otras experiencias que perduren en su memoria y en sus vidas. Edades: 6 a �8 años. Fechas: marzo a noviembre. Idioma: español e inglés. Foro en español: apc.iearn.undiaenlavida Foro en inglés: apc.iearn.oneday Facilitadoras: En español: Lali Santos [email protected] En inglés: Marta García Lorea [email protected]

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Rescatando la Dignidad Humana. Lo que se pretende en primera instancia es despertar conciencia individual para poder luego establecer acciones sociales adecuadamente encauzadas, apuntando a la participación de los alumnos en temas que atañen a los derechos de los adolescentes en su ámbito local, así como el intercambio telemático entre estudiantes y docentes, el cual favorece el conocimiento de otras realidades a la vez que se reconoce y revaloriza lo propio. Edades: �4 a �9 como responsables, participantes de cualquier edad. Fechas: abril a octubre. Idioma: español Foro: apc.iearn.esp-derechos Facilitadoras: Silvia Enriquez [email protected] Cristina López [email protected]

Creando Mi Propia Empresa. En este proyecto se trabaja en la creación de una empresa virtual o real de acuerdo con las posibilidades de la escuela y de los estudiantes. Se comparten experiencias con personas de otros países, pudiendo comparar y aprender sobre mercadeo en otras partes del mundo, su moneda, la parte legal de cada país, las formas de comercialización, entre otras, todo esto a través de Internet. Edades: �5 a �9 años. Fechas: mayo a noviembre. Idioma español. Foro: apc.telar.miempresa. Facilitadora: María Patricia Ochoa Valbuena [email protected]

Mis Mascotas Y Yo. La idea de este proyecto es comunicar el vínculo establecido con los animales y la importancia en nuestras vidas desde edad temprana. Dado que los animales en general son un fuerte atractivo durante la infancia, muchos nenes tienen mascotas en sus hogares. Al cuidarlos, protegerlos y observarlos, ellos pueden ser el instrumento que le permita al niño la exploración y exteriorización de sentimientos. Edades: 3 años en adelante Fecha: marzo a noviembre. Idioma: español Foro: apc.iearn.esp-mismascotas Facilitadora: Ani Sobrino [email protected].

Motivación Cero. Jóvenes que viven en desigualdad de condiciones con respecto a otros investigan las distintas situaciones que hacen que su desinterés por el estudio sea la "Motivación Cero", buscan alguna salida digna a la problemática y publican los resultados para el resto de los jóvenes del mundo. Edades: �3 a �9 años Fechas: permanente. Idioma/s: español - inglés. Foro: apc.iearn.motivacioncero. Facilitadores: Darío Martín - Lucrecia Santiago dariomartin2�@yahoo.com.ar y [email protected]

Te Cuento Un Cuento. El lugar donde uno vive queda signado por una serie hechos históricos, artísticos, culturales, etc. que lo hacen único e irrepetible. Difundirlo entre seres humanos tiene tanta trascendencia como el interés que uno puede demostrar por aprender la realidad de otros lugares. Edades: 5 a �9 Idioma/s: español y el idioma propio de cada lugar donde se trabaje el proyecto, rescatando y reivindicando las raíces propias. Fecha: marzo a noviembre.Foro: apc.telar.lugar Contactos: Marcelo Durán [email protected]

Telar Va A La Escuela. El proyecto consiste en el recorrido físico y virtual que realizará una caja muy especial (la Caja Telar, uniendo escuelas) durante el año escolar. La misma visitará una escuela de cada una de las provincias argentinas e irá modificando su contenido a lo largo de su recorrido. En el plazo de una semana el grupo participante (docentes y alumnos) deberá llevar a cabo una serie de actividades que complementarán el intercambio virtual que se realizará a lo largo del ciclo lectivo. Edades: 9 a �2 años. Fechas: marzo a noviembre - Inscripción limitada. Idioma: español. Foro: Telar Escuela (apc.telar.escuela) Contacto: Cristina Velásquez. [email protected].

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Ositos De Peluche. En este proyecto se hermanan clases que intercambian ositos de peluche, u otro juguete suave, por correo postal. Luego el osito envía a su lugar de origen un diario por correo electrónico, por lo menos una vez a la semana, en el que describe sus aventuras, los lugares a los que ha ido, las cosas que ha hecho y visto. Este proyecto apunta a motivar la escritura brindando a los niños un destinatario real. Ellos escriben su mensaje como si fueran el osito visitante. Edades: todas. Fechas: marzo a noviembre. Idiomas: inglés, alemán, español. Foro: apc.iearn.ositos. Facilitadora en español: María Ridao [email protected]

Mi Cuarto. Con el fin de remodelar su cuarto, el alumno irá imaginando y realizando bosquejos acerca de cuales serían los cambios, reasignar mejor los espacios o pequeñas reformas para convertirlo en su lugar soñado. Edades: �4-�5 años. Fecha: abril a noviembre. Idioma: español Foro: apc.iearn.esp-micuarto Facilitadora: Claudia Hirschfeldt [email protected] Susana Rossio [email protected].

La Familia. A través de este proyecto se propone el conocimiento de las particularidades de la familia en diferentes lugares, y en los diferentes momentos o situaciones en las que se encuentra para promover una reflexión y revalorización de la familia como pilar de la sociedad. Edades: todas. Fechas: marzo a noviembre. Idioma: español. Foro: apc.iearn.esp-familia Facilitadora: Sandra Pérez [email protected]

Pasado Y Presente. En este proyecto nos proponemos trabajar colaborativamente en Argentina el fenómeno de la inmigración en nuestro país, el proceso de integración, la discriminación o aceptación y la influencia de estos cambios en las producciones culturales, como literatura, costumbres, historias, tradiciones, comidas típicas, etc. Edades: 6 a �8 años. Fechas: marzo a noviembre. Idioma: español. Foro: apc.iearn.esp-pasadoypresente. Facilitadora: Gabriela Tejada [email protected]

¡¡Problema a la Vista!! En este proyecto colaborativo pretendemos que los alumnos aprendan a recortar situaciones problemáticas que afecten en la actualidad a su comunidad y ofrecer alternativas de solución a problemas y conflictos que afectan a otras, integrando los contenidos de las áreas curriculares que transitan. Edades: todas. Fechas: marzo a noviembre. Idioma: español. Foro: apc.iearn.esp-problemaalavista Facilitadora: Claudia Gómez [email protected], gorrion�[email protected]

Llegaron los Abuelos. Es un proyecto de investigación que propone el trabajo colaborativo entre estudiantes y adultos mayores para recuperar la memoria histórica sobre la evolución tecnológica del lugar que habitan (pueblo, ciudad) tomando determinados ejes temáticos y a partir del uso de diversas aplicaciones de multimedia. Edades: desde los 8 años. Fechas: marzo a diciembre. Idioma: español. Foro: apc.iearn.esp-abuelos Facilitadoras: Prof.Claudia I.Gómez [email protected] gorrion�[email protected] Prof. Stella Maris Santos [email protected]

Mi Escuela, Tu Escuela. El proyecto se propone que los alumnos busquen información sobre la vida escolar en distintos lugares y la intercambien con alumnos de otras escuelas para luego comparar sus realidades y así intentar mejorarlas.Edades: 6 años en adelante. Idiomas: español e inglés Fechas: continuo Foro: apc.iearn.esp-educacion Facilitadora: Silvana Carnicero silvanacar0�@yahoo.com.ar

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Connectando la Matematica a Nuestras Vidas. Los estudiantes tendrán la oportunidad de unirse a estudiantes en otras partes del mundo para examinar sus propias vidas y comunidades y difundir temas relacionados con la justicia social y la igualdad desde una "perspectiva matemática". Edades: todas. Fechas: marzo a noviembre. Idioma: español. Foro: apc.iearn.matematicas Facilitadora: Mariela Williams [email protected]

Tinta Negra. Se trabajará con la elaboración de textos por parte de los alumnos a partir de consignas provistas por los facilitadores. Tales producciones serán publicadas en el blog del proyecto- espacio destinado exclusivamente para ese fin. Edades: �3 a �8 años. Fechas: marzo a noviembre. Idioma: español. Foro: apc.iearn.tintanegra Delia Aguirre [email protected] Erica Galli [email protected]

Spanish and Catalan The World of the Books. An open project that allows teachers to create adapted activities to the students’ needs. Ages: �0 to �6 years old. Project coordinator: Sabina Redondo [email protected] . Website: http://www.lacenet.org/monllibres In Catalan and In Spanish

Sàlix and the 5 Senses. Sàlix is the character who introduces each of the five senses. The participant schools will receive 5 boxes with material to interact with. Each box has a story and a drawing for every sense. The proposed activities are adapted to the curriculum. Ages: 3 to 5 years old. Email: [email protected]. Website: http://www.lacenet.org

A walk through Bages county. Sàlix is an ancient inhabitant of the Bages county. He’s helped by the students to discover the county. The students communicate with Sàlix and he raises some questions to them. Ages: 8 to 9 years old. Starting September 2004 and ending April 2005. E-mail [email protected]. Website http://www.lacenet.org Conference: bitanatrt

Bitantart (Virtual Trip to Antarctica). A Virtual trip to discover the impact of our ordinary actions on the global environment, paying special attention to their effects on Antarctica. Ages: �� +. Schedule: October � -- April 30. Each team chooses the duration of its participation. Facilitators: Pep Gasol, Gemma Vicente, Joan Closas, Toni Casserras/ / (Equip Lacenet) [email protected]. http://www.lacenet.org/edu365/antartida In Spanish and In Catalan

Public Art. The students take pictures of artworks which are in public spaces and then share them with their friends from over all Europe. Students from �0 years. �st February- 30th April 2008. facilitators: Carmina Pinya, Jaume Illa E-mail: [email protected] Languages: English and any other European language. Website: http://ww.lapeixera.org/fotos

ECOURBAN. The students make an environtmental analysies of their towns cities, and take action to challenge some of the dicovered issues.�2-�8 years. Timetable: 2 times a year, starting in �st of January and �st of April. Facilitator: Fernando Ojeda. E-mail: [email protected]. Website : http://www.ecourban.org. Language: Spanish

Un Vol pel Vallès. Riding a magic dragon the students living in the county of Vallès, explore it and share their discoveries with the other students involved in the project. Ages: 8-9 years old. Timetable:�st January to 30th April 2008. Facilitator: Carmina Pinya. E-mail: [email protected]. Website: http://www.xtec.cat/crp-sabadell/vol%20valles/index.htm. In Catalan

Atlas de la Diversidad (ATLAS). Es un iniciativa de Red TELAR y iEARN-Pangea, donde se invita a los jóvenes a describir "su lugar" en el mundo, documentando los distintos aspectos de su escuela y de su ciudad, con sus costumbres e idiosincrasia. Edades: 6 - �7. Septiembre 2007 – Marzo 2008. Idioma/s: español, portugués y catalán. Darío Pinus [email protected].

Catalan, Spanish, Portuguese

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Excerpt from the CONSTITUTION OF THE

INTERNATIONAL EDUCATION AND RESOURCE NETWORK

Signed at theMEETING OF THE iEARN MANAGEMENT TEAM

Puerto Madryn, Argentina, July �2, �994

PREAMBLEThe vision and purpose of the International Education and Resource Network is to enable young people to undertake projects designed to make a meaningful contribution to the health and welfare of the planet and its people.

CHAPTER IGOALS AND PRINCIPLES

Article I

The Goals of the International Education and Resource Network (iEARN or the Organization) are:

�. To develop friendly relations among youth of all nations based on respect for the principle of equal rights and self-determination of peoples;

2. To encourage youth from all countries to learn and work co-operatively and collaboratively using telecommunications and other technology, to strengthen universal peace, to identify and take active part in resolving global problems facing the world;

3. To promote and encourage respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, culture, or religion;

4. To facilitate identification and sharing the different but complementary experiences of educational, academic and other national organizations with enduring educational infrastructures, and traditions throughout the world;

5. To share high-quality educational and other resources available in individual Member-centers;

6. To provide a global infrastructure for a conceptual and action-based educational network that is open to all;

7. To share/transfer telecommunications technology, teaching methods and other resources with youth organizations, schools or individuals wishing to achieve the iEARN purpose and goals;

8. To assist in establishing training and support programs in each global Center;

9. To expand the network of financially and operationally sustainable iEARN Centers throughout the globe;

�0. To work with umbrella organizations, academic bodies, universities, non-government organizations, and governments to establish a global community of concerned organizations and citizens with the express purpose of supporting the youth of the world in developing and implementing educational and humanitarian projects, especially projects of change and healing for the health and welfare of the planet;

��. To develop and maintain high-quality educational innovation;

�2. To raise funds through local and global funding agreements to support these programs and goals.

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Project Index

A

Against School Dropout 42Architecture and Living Spaces Around the World 40Art Miles, The 2�

B

Beauty of the Beasts 23Best Project: Building Economies Strong Together 38Books Mark Our World 33Bullying Project 36

C

Catalan 67-68Christmas Card Exchange 3�Cities Near the Sea 38Computer Chronicles (A Learning Circle Theme) 60 Connecting Math to Our Lives 54Conversations in Colour 28Colours of Life 56Crafts for Education 32Cultural Recipes Book / Food Project 24

D

Daffodil and Tulip Project 57A Day in the Life/Un Día en la Vida 32 & 64Dolls for Computers 25Dream School Theater 44

E

Electronic School Magazine 20Eradication of Malaria 46Eye to Eye 2�

F

Feeding Minds, Fighting Hunger 35Fight Against Child Labour 45First People's Project 27Flowers - The Smile of Divine Love 25Folk Costumes Around the Globe 48Folk Tale Project 26Four Rivers, One World Project 55Friends Book - Let's go...together 35From Revolution to Civil War 40Future Citizen Project 38Future Teachers �8

G

Get to Know Others 34Give Us Wings to Fly 36Global Art: Images of Caring 24Global Teenager Project 6�Good Deeds 4�Great Apes Project 53Green Ribbon School Pilot Project 56

H

Heart to Heart 44Hero Project 26

I

International Sign Language Project 23International Teen Scrapbook 34iQUOTE 26iTHINK 43

K

Kindness Can Change the World 43Kindred 49

L

Language Project (Project Lingo) 30Laws of Life: Virtues Essay Project 29Learning Circles 59-6�Lest We Forget OUr Songs and Dance 30Let's Live Without Problems 20Little Explorers 53Local History Project 48

M

Machinto 44Many Faces of Poverty and Homelessness 49Mathematics Virtual Learning Circle 54MDGs, Only with Your Voice 34Migrating Birds Know No Boundaries 57Model United Nations 50Music Around the World 30My Country 34My Dream World 37My Heritage in Tourism 47My Homework 28My Island Home 43My Most Prized Posession 40My Name 2�My School, Your School 42My Talented Coveal 48

N

Narnia and CS Lewis Project 3�Natural Disaster Youth Summit 2008 5�Nature through the Eyes of Generations 55

O

One World, One Environment 58Our Footprints, Our Future 58Origami 24Outstanding Persons of the Armenian Diaspora 46

P

PEARL Project 29Planetary Notions 55Portraits of the World: Picture It! 50

70

H

Heart to Heart 44Hero Project 26

I

International Sign Language Project 23International Teen Scrapbook 34iQUOTE 26iTHINK 43

K

Kindness Can Change the World 43Kindred 49

L

Language Project (Project Lingo) 30Laws of Life: Virtues Essay Project 29Learning Circles 59-6�Lest We Forget OUr Songs and Dance 30Let's Live Without Problems 20Little Explorers 53Local History Project 48

M

Machinto 44Many Faces of Poverty and Homelessness 49Mathematics Virtual Learning Circle 54MDGs, Only with Your Voice 34Migrating Birds Know No Boundaries 57Model United Nations 50Music Around the World 30My Country 34My Dream World 37My Heritage in Tourism 47My Homework 28My Island Home 43My Most Prized Posession 40My Name 2�My School, Your School 42My Talented Coveal 48

N

Narnia and CS Lewis Project 3�Natural Disaster Youth Summit 2008 5�Nature through the Eyes of Generations 55

O

One World, One Environment 58Our Footprints, Our Future 58Origami 24Outstanding Persons of the Armenian Diaspora 46

P

PEARL Project 29Planetary Notions 55Portraits of the World: Picture It! 50

R

Reptile Atrium Project 57

S

School Theatre International 23Side By Side 27Solar Cooking Project 58Spanish Language Projects 63-67Special Place 27Sport - is it Fair? 37Students Unlimited 4�Sweet Whisper Project 22

T

Talking Kites Around the World 28Teddy Bear Project 32To Talk with Santa Claus 3�Tours Around the World 47Trauma in Africa 45Tub Gardens Project 56

U

United Beyond our Diversity 46

V

A Vision �9Video Introductions to Communities 22Voyage: Volunteer of Youth Project 42

W

Water Habitat Project 53We Are Teenagers 37We Remember - "Kamrad 23" 4�What is Sacred To Me 25Women in My Country 35World We Live In (WWLi) 39Write On Project 22

Y

Youth CaN (Youth Communications and Networking) 52

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