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Successful and Innovative Practices:
Analysis of recent 1:1 learning initiatives in primary and secondary schools in Europe
This article analyzes the “Overview and analysis of one-to-one computing initiatives for Education and Training in Europe” (1to1Learning) project which aimed to provide an overview of recent 1:1 learning initiatives in primary and secondary schools across European countries, and to identify major bottlenecks and barriers to the implementation of 1:1 learning in schools.

SimAULA: Training our teachers through innovative methodologies based in serious games
SimAULA is a European Lifelong Learning Programme project aimed at offering a virtual medium for initial and lifelong teacher training. The project’s originality lies in the tool that its participants have designed, a simulation of the serious game variety which enables users (teachers in training, in this case) to put their skills into practice in an environment that faithfully recreates the reality of teaching.

Engaging primary students in project-based learning
From March to July 2012, primary school teachers and students from various countries – Canada, China, Korea, Philippines, Malaysia and Bangladesh - have been communicating and collaborating with their int ernational counterparts through a series of web-based activities and projects.

Hong Kong primary school bolsters interactive learning
Fanling Public School was chosen as a Centre of Excellence for using ICT in education by Territory’s Education Bureau. This article explains how this school integrated ICT in teaching and learning in details.

Kkulmat Rainbow School in South Korea - Virtual school for students in the hospital
The Korean Ministry of Education, Science and Technology established the Kkulmat Rainbow School to provide formal education to students with health problems in December 2006.

ABCs and ICTs: Delivering scale and value with a whole class learning solution
In partnership with USAID/Senegal and Columbia University’s Earth Institute, CyberSmart Africa has introduced a whole- class learning solution that integrates the use of a specially adapted interactive whiteboard directly into classroom instruction.

Mobile Science Project: Engaging students in science through mobile learning
The Mobile Science Project aims to ingrain in students a sustained interested in science by nurturing the interest of students towards science subjects at a young age. Through the use of mobile ICTs – in this case, smart phones - the project implemented an inquiry-based approach to learning which would consequently develop students' positive attitude towards science.

Village teacher training via video conferencing
This essay illustrates a short-lived project in rural villages in Mexico and challenges the project team faced. Three organisations partnered to train undereducated teachers on a project designed to bring Internet access to rural villages in Mexico. Local schoolteachers, many of whom had not received any training beyond a standard high school diploma, were to be trained by experts via videoconferencing.

SchoolNet SA is learning from experience
SchoolNet SouthAfrica aims to create communities of teachers using ICT to enhance teaching and learning. It concentrates on teacher development with a particular emphasis on ICT integration and on underserved schools.

Fighting against “infollution” that contaminates our children’s minds and their thoughts
As one of the measures to fight infollution in Korea, the ‚Green Digital Kids‛ programme helps children understand the potential harmful effects of digital media, and aims to teach them practical safety guidelines and cyber ethics with interactive digital educational tools that maximize learning effectiveness and motivational appeal for children.

Singapore ‘Future school’ Project
In 2007, FutureSchools@Singapore was initiated to promote innovation and facilitate ability-driven education paradigm in school by integrating frequent use of ICT in students’ daily school lives. Through this initiative of digital learning, schools aim to equip students with essential ICT skills they need to become effective global workers in the fast changing digital age.

Innovation in the connected classroom, India
This publication by UNESCO Bangkok, as a part of the series In Search of Innovative ICT in Education Practice, describes how the S.D. Public School in New Delhi implemented ICT integration in teaching and learning through various measures (e.g. updating the knowledge and skills of teachers, wiki-centric extended classroom, Offline eXe Learning Materials, blog, Webcam Wall, podcast and panorama view in teaching geography).

One computer in multi-grade classroom: case of Buan elementary school, Philippines
This publication by UNESCO Bangkok, as a part of the series In Search of Innovative ICT in Education Practice, shows initiative of the Asuncion National High School to support the learning of students in rural multi-grade class to develop their life skills through ICT and to decrease the digital divide among the teachers, students and the community. An example of a weekly schedule is included to show how a big class of 60 students shared one computer to carry out their task. Multimedia presentation rubric is also included to show how students were assessed. The publication shows the mentor system by paring up students from different grades when using computer was advantageous to students’ human development.

Student Peer Teaching Strategy, Malaysia
This publication by UNESCO Bangkok, as a part of the series In Search of Innovative ICT in Education Practice, describes successful practice of students peer teaching strategy (SPTS) carried out in SMK Padang Tembak secondary school in Malaysia. SPTS is where a group of students prepare an e-lesson on a given topic from the curriculum in order to teach other students in the class about it. The evaluation of the strategy clearly shows positive impact on students’  performance.

Computing at school: Educate... engage... encourage... A spotlight on CAS

CAS is an acronym for Computing at School, a self-professed grass roots organization and a UK based working group. CAS is active at many levels, having developed a body of knowledge for school-level computing; in spinning up ‚hubs‛ that bring teachers together in local groups; and in developing new material that teachers can use in the classroom.

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