As a community of students who like to design and write software, participants discussed the functions of software, helping each other to find the best algorithm and testing each other’s programmes.
Students discussed sustainable development, clean energy, global warming, urban planning, quality of living and recycling, while mapping out the blueprint for a ‘Green Economy’ and a liveable city – even in a global recession.
This tele-collaborative activity challenged students to discover and understand the plight of indigenous peoples in their locality, and to use ICT tools to produce multi-media presentations sharing their findings.
Raising awareness of global citizenship, teachers created ‘learning objects’ and encouraged pupils to research different and diverse icons of their national heritage, before developing a global unifing principle.
Using teaching methodology based on the principles of distance education and e-Learning, schools presented a subject of interest in a virtual class through interactive video conference and published it on the project’s website.
Expanding the scope of the previous year’s project, students compared countries’ innovations in areas ranging from ICT to medicine.
Studying climate change and the weather of different regions, students reported on the effects of this on local lifestyles.
Appealing to students’ desires to practically apply scientific knowledge, teachers helped students respond to their local environment.
Interactively sharing diverse news, students published an online newspaper in English and each participating country’s mother tongue.