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MirandaNet Fellowship Casestudy
Global Citizenship Impact
Year of posting: 2005
Scholastic projects are designed and carried out in all the 5,332 basic education schools (preschool, primary and secondary) from Nuevo León, Mexico.
All projects focus on aspects like:
- School organization.
- Classroom work and teaching methods.
- Community participation.
The interactive whiteboard will be used to work with these three aspects.
The global citizenship concept will be included in the strategies of our scholastic project.
The global citizenship concept will be understood as the development of a moral and intellectual autonomy, which allows the community members to act with responsibility and respect with the diversity of the school, family and social context.
Live with both parents
48 % primary, 40% secondary
Employees and housewives
Between 30 - 53 years
Do they live in their own house?
Do they have TV?
Do they have computer?
2 of 38 students
Time to study at home.
30 min. to 1 hr.
Scholastic Technical Advice Meeting
Last week of the month
Teachers of the school
Commission for the citizenship project
Teachers who are proposed in the Scholastic Technical Advice meeting.
Follow up and evaluation of the actions undertaken by the commission and the educational goals of the school for the citizenship project
Last week of the month
Scholastic Technical Advice, of Zone and Sector.
Directors, supervisors, inspectors and heads of sector.
HOW DOES ICT BOARD IMPACT ON STUDENTS WORK?
The school where I work is located in a difficult area. Most of the people live in a low middle economical level. It is located outside the centre of Monterrey, and the in the estate only the main streets have pavement. Many students do not have a father or a mother, and if they have, they do not receive attention. We have several problems with gangs, where students miss classes, steals, and get into fights, etc.
When I talk to my students they always tell me that they like school, but sometimes when they are having a class, they do not get interested, and that is when students do not listen and they start making trouble in class.
What I have seen so far with the board is that students are more motivated. For example when I teach English I use sometimes a programme called “clic” where students participate using the board. They can see lots of graphics, sentences, sounds, puzzles, crosswords, everything in one package and I have noticed the change in their learning and in their behaviour.
HOW DOES ICT IMPROVE THE MORAL VALUES ON STUDENTS?
During the time that we have until the presentation in South Africa in July I expect to create some activities related to the citizenship project specially referring to moral values. This idea comes to my mind because the aim of the project is to develop in the students a conscience about how we want to help the people eliminating the differences between each other, where everyone is involved because we all live in this world and if we want to make it better we all have to participate.
I will compare the work of the students using products finished before using the board and products finished after using the board. The following is an activity that I will use to compare results.
This is a story about two boys from primary school. One boy tells the other that he is going to tell him a little secret¸ they know each other from a long time ago, so he knows he will not tell the secret to another person. The little secret is that he went to a store and he stole a box full of candies and chocolates, because he has no money to buy one, but also he explains to him that the only reason he did that action was that his mother was very sick in a hospital. The students have to decide what decision the boy should take. Tell the secret because he knows that stealing is wrong or keep it because he knows that it was for a good reason.
I will collect their work and at the end on June, I will apply it again and compare the results. This story is going to be like a comic book where they will invent the end.
Other activities of this project are:
- Text interpretation and writing of a variety of texts.
- Construction of texts
- Design of comics and other writing forms on citizenship topics
- Investigation and discussion with respect to topics of citizenship
- Theatrical school representations
- Reading campaigns of texts with topics of citizenship for parents and students
- Samples and exhibitions on the citizenship project.
The project will be evaluated in each one of the actions that are made in the classroom.
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