Number of case selected: 130   (Total = 130)
Title and Goal(s) Subject(s) Level Type Features Case Report
AU001: Cinderella is Just-In-Time: Authentic Learning in the Middle Years Classroom Using On-Line Multimedia Technology  Cross Disciplinary, Chinese/ Mother Tongue, History,   Lower Secondary,   Project   Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
AU001  
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Information Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
In this innovation, students read the novel "Chinese Cinderella", then investigated and analyzed how the lives of girls and women in China were governed by the structures of history. Students also tried to compare the lives of women in their own culture and timeframe with what they found in the study. The teaching approach focused on assisting students to think about their learning goals plus methods, and to learn through collaboration. The teachers planned and worked together collaboratively. The use of ICT played a major role in the planning, teaching and learning phases.  
 
AU003: The Virtual Schooling Service: Extending Opportunities for Secondary Schooling in Queensland, Australia, Using Distance Learning through Synchronous and Asynchronous Communication Technologies  English/Foreign Languages, Mathematics, History, Economics, Computer,   Upper Secondary,   Virtual School and Online Course   Goal: Students can evaluate their own learning

Teacher's role: Liaise with parties outside school 
AU003  
  • Provide Authentic Learning Contexts to Students
  • .
  • Develop Values
    
Summary -
The Virtual Schooling Service was an innovative project of Education Queensland to introduce new patterns of teaching and learning with flexible delivery strategies and a range of synchronous and asynchronous learning technologies. 18 virtual teachers were involved in planning the online learning materials, and teaching six subjects to 320 secondary students in 49 schools throughout the state. These schools had difficulty in offering the full range of subjects because of small student numbers. Students were grouped across schools to make up viable virtual classes, whereas a study coach was available for guiding and assisting local students. 
 
AU004: Building a Learning Community: A Constructivist Approach to Teaching and Learning in which ICT plays an Integral Role  Cross Disciplinary,   Primary,   Project   Goal: Catering for Individual Differences

Students' role: Determine own learning schedules and strategies 
AU004  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
All students and teachers were involved in the innovation that was used throughout the integrated curriculum, with the aims of developing higher-level thinking, communication and teamwork skills. ICT was used as one of the tools to enhance teaching and learning. In this innovation, teachers planned the curriculum collaboratively, acted as advisors and observers of students learning. Students arranged in multi-age classes, worked in groups on a variety of open ended activities at least one of which is ICT based, and uploaded their work to the school website. Also they evaluated their own learning progress by keeping a portfolio.  
 
AU005: The Virtual Bridge: An Australian Secondary School Online Orientation Program  Non-subject oriented  Primary, Lower Secondary,   Project   Teacher's role: Liaise with parties outside school

Connectedness: Students from other schools involved 
AU005  
  • Develop Information Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
The purpose of the innovation was to facilitate the transition of students from primary to secondary education by online communication activities. Students posted messages to bulletin boards, sent emails to their peers and to the Year 7 coordinator, and visited chat rooms The teachers of the primary school worked closely with the Year 7 coordinator, and encouraged their students to visit the Virtual Bridge on a regular basis. The coordinator did so by emailing to students individually and suggesting the names of e-pals that they might correspond with. Students logged into the Virtual Bridge whenever they wanted to. They could ask questions and share concerns about going to high school.  
 
CA007: Adult Education and Teacher Professional Development in an ICT-Intensive Virtual School  Mathematics, Biology, History, Computer, Civics, Vocational Subjects,   Upper Secondary,   Virtual School and Online Course   Students' role: Determine own learning schedules and strategies

Students' role: Provide technical support to teachers/peers 
CA007  
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
The innovative practice was dealt with provision of high school education for adult learners in a web-based environment. The college concerned, operated as a virtual school, bore the mission of offering lifelong learning services at multiple sites through independent learning and online opportunities. Teachers were committed to sharing expertise with their colleagues, which was reflected by various professional teaching development programs. Also, they were assisted by the non-teaching staff to develop and implement the course. While students could work at their own pace, by accessing learning resources center anytime and consulting their instructors by asynchronous means. 
 
CL002: Chile and Belgium United by Internet  Chinese/ Mother Tongue, English/Foreign Languages, Geography, History, Computer,   Primary,   Project   Goal: Develop values

ICT used: Learing support resources/reference 
CL002  
  • Develop Collaborative and Organizational Skills
  • .
  • Motivate Students
  • .
  • Develop Values
    
Summary -
Students in the Chilean school and a group of Belgian adults enrolled in a Spanish course participated in this innovation. This pedagogy aimed at helping students improve their language skills, and letting them learn about a foreign place plus their local community. Teachers made use of mails, real time computer conversation (IRC) and videoconferences to teach the language. Students in both countries introduced to one another about their own area in Spanish via email. At the same time, they researched various subjects defined beforehand, with assistance from the teacher. The teacher coordinated the activity in conjunction with a colleague in Belgium. She also taught them the fundamental ICT skills.  
 
CL003: Composing with a Virtual Orchestra  Computer, Art/Music,   Upper Secondary,   Media Production  Manifestation of learning outcome: Portfolio

Students' role: Provide technical support to teachers/peers 
CL003  
  • Empower Learning with ICT
    
Summary -
The innovation aimed at fostering students' creativity and allowing them to explore the music composition process. Taking the lack of "real" music instruments available into account, the teacher decided to use a software for students to compose a piece of music. During the lesson, she supported students' work, by teaching them about music theory and solving technical problems. She worked with each student individually and promoted a horizontal teacher-student relationship. Students were free to work not only during the lesson, but also at home or at any other place, where computers were available. At the end of the project, students produced a CD with the piece of music composed. 
 
CL007: Group Learning Using the Internet: Participation in the Thinkquest Web Page Competition  English/Foreign Languages,   Upper Secondary,   Media Production  Connectedness: Overseas students involved

Teacher's role: Liaise with parties outside school 
CL007  
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
Educational software, productivity tools, electronic mail and the Internet were used in this innovation, aiming at encouraging cooperative work among the students as well as interaction with students in foreign schools involved in the ThinkQuest competition. The project involved the creation of Web pages focused on topics of particular interest to the students. Students worked in groups to gather relevant information, and designed their Web pages. Throughout the educational process, the teacher guided and oversaw each student team. With support from a group of student assistants, she helped the team members learn how to use the available technological tools, and to support autonomous and independent learning.  
 
CL009: International Collaborative Project: "MI LUGAR"  Cross Disciplinary, Chinese/ Mother Tongue, English/Foreign Languages, Mathematics, Biology, Geography, History, Art/Music, Civics, Vocational Subjects,   Upper Secondary,   Media Production  Goal: Provide authentic learning contexts to students

Connectedness: Overseas students involved 
CL009  
  • Conceptual Learning
  • .
  • Develop Information Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
The innovation was an interdisciplinary project which aimed at sharing with other schools in the world some characteristics of the province in which this secondary school was located. Students had to research about local traditions; historical events, artistic and cultural manifestations of their communities. Each teacher involved in this project was responsible for directing and guiding the activities of the students over the development of the project by providing the basic outlines for research and information gathering. The products were shared using e-mail and presented in a web site specially created for the project with ICT as productivity tools.  
 
CL010: Working Recreationally with Mathematics  Mathematics,   Primary,   Project   Manifestation of learning outcome: Portfolio

ICT used: Tutorial/drill and practice software 
CL010  
  • Empower Learning with ICT
    
Summary -
This pedagogical innovation involved the use of educational mathematics software. Other activities like visit to a supermarket were arranged. The teacher planned and prepared classroom activities such as exercise guides, selection of software, and conducted a pre and post assessment test to measure the program's impact. She guided their learning process and dispelled any doubts they might have. While students worked with the software, games on the computer, or worked at the classroom tables with the learning guides in groups. They also made use of the word processor, particularly with the computer "auto shapes" when they were asked to define some concepts.  
 
CN001: My Pocket Money  Cross Disciplinary, Chinese/ Mother Tongue, Mathematics,   Primary,   Project   Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
CN001  
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Information Skills
  • .
  • Provide Authentic Learning Contexts to Students
  • .
  • Develop Values
    
Summary -
A class of Primary 6 students participated in a 4-month interdisciplinary project covering General Studies, Mathematics and Chinese. This innovation encouraged development of students' abilities in various dimensions, with the aims of training students to be a productive team player; and developing students' skills in conducting research. Students took part in different activities like research and fund-raising. In this project, ICT functioned as students' tool for documentation, data analysis, presentation, and publicity, as well as a media of demonstration for the teacher. Under teacher's facilitation, students learnt actively from peer collaboration in a variety of activities.  
 
CN003: The Cyber Art Project  Art/Music,   Primary,   Media Production  Goal: Provide authentic learning contexts to students

Connectedness: Overseas students involved 
CN003  
  • Provide Authentic Learning Contexts to Students
  • .
  • Develop Values
    
Summary -
This project aimed at cultivating students' creativity, promoting a new way of learning and teaching art with multimedia, and extending the learning space beyond classroom. Students from primary 4 to 6 used laptop computers and related software for artwork in both the art lessons and the extracurricular activities. The activities included outdoor and indoor sketching practice, collaboration with a primary school in Mainland China, students' exhibition and Beijing trip. This innovation encouraged collaboration between teachers and enhanced the efficiency of lesson preparation. Whilst students who became more motivated in learning art polished their drawing skills by using ICT. 
 
CN005: Exploring the Live Physics  Physics,   Lower Secondary,   Project   Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Enquiry plan/method/instrument 
CN005  
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Information Skills
  • .
  • Motivate Students
    
Summary -
This innovation took place in Secondary Three physics lessons. It aimed at cultivating students' interest in learning physics, enabling students to learn via information search, encouraging whole person development, and promoting self-learning. In this project, students worked together to investigate one live physics phenomenon assigned by the teacher, through Internet search, group discussion, and presentation of their proposal and findings. Teacher played the facilitating role, whereas students became active learners by self-exploration of knowledge and collaboration work with their fellow classmates. 
 
CN006: Creanimate  Art/Music,   Lower Secondary,   Media Production  Students' role: Peer tutoring

Manifestation of learning outcome: a multimedia integrated product  
CN006  
     
    
Summary -
This innovation was implemented in Secondary 3 Art and design classes. All students in Secondary 3 and 2 teachers engaged in this innovation. The major goal of this practice was to train student's creativity through doing artwork, with ICT as students' productivity tool. Students had to work both individually and collaboratively. They had to compile a report about an animal of their own creation. Some digital pictures of the animals were also attached to the reports. The teacher was a facilitator who provided guidance for the students. While students learned from one another by participating in collaborative work and peer evaluation. 
 
CN008: Problem Based Learning: Computer Assisted Scientific Investigations  Physics, Chemistry, Biology,   Upper Secondary,   Scientific Investigation  Students' role: Determine own learning schedules and strategies

ICT used: Data logging tools 
CN008  
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
This innovation was undertaken as a school-based curriculum of biology, chemistry and physics in Secondary 4 to 6 classes. It aimed at promoting science learning via experimental investigations, acquainting students with the ICT skills for performing experiments, and familiarizing teachers with the inquiry approach in science teaching. Students developed logical and scientific thinking, while having a sense of ownership of what they learnt. In this practice, students carried out 30 investigations with the facilitation of teachers by using computer and data-logging systems. Each investigation was composed of three elements: Pre-laboratory discussion, Laboratory session and Post-laboratory discussion.  
 
CN009: Learning through Web Discussion Forums  Mathematics, Physics, Chemistry, Biology,   Lower Secondary, Upper Secondary,   Project   Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
CN009  
  • Provide Authentic Learning Contexts to Students
    
Summary -
In this innovation, students from secondary one to seven can participate in these subject-based forums (physics, chemistry, biology and mathematics) voluntarily. The forums were also open to teachers, school supervisors and alumni in this school. The discussion forums were established to provide an alternative channel for communication, and to extend learning beyond the classroom. In this practice, students posted questions and received feedback from teachers, peers and seek advice from experts inside or outside the school. Teachers acted as a guide and co-learner of the students, while students played the active role of peer tutors, knowledge explorers and active learners.  
 
CN010: Chinese Punctuation  Chinese/ Mother Tongue,   Primary,   Task-Based Activities  Teacher's role: Liaise with parties outside school

ICT used: Tutorial/drill and practice software 
CN010  
  • Conceptual Learning
  • .
  • Empower Learning with ICT
    
Summary -
This pedagogical practice was implemented in the formal P.6 Chinese curriculum. Three teachers were involved in designing the activities of this innovation, with the aims of teaching students the usage of punctuation at the sentence level for improving the cohesion of a passage, and promoting self learning with ICT. Taking the lack of availability of relevant teaching materials into account, teachers developed a series of teaching materials like software with a consultant of The University of Hong Kong. Students took an active part in the learning process, while ICT acted as a means for demonstration plus drill and practice.  
 
CN011: The Study Trip to Shun Tak of Mainland China  Economics,   Lower Secondary, Upper Secondary,   Project   Goal: Provide authentic learning contexts to students

Connectedness: Overseas students involved 
CN011  
  • Provide Authentic Learning Contexts to Students
    
Summary -
This innovation was implemented as an extra-curricular activity of the Economics subject for 25 secondary 3 and 4 students. Six teachers were involved in this practice. The goals of the trip were: to enhance students' understanding of the economic development of Hong Kong and Mainland China, to promote exchange of ideas between students in both places, and to gain insights into the world of running a business. Students worked collaboratively on investigating the economic development of Hong Kong and Shun Tak ICT acted as tools of information search, presentation and documentation in this project, which facilitated effective learning.  
 
CN012: Project Based Model Building in Physics  Physics,   Upper Secondary,   Scientific Investigation  Students' role: Determine own learning schedules and strategies

ICT used: Data logging tools 
CN012  
  • Empower Learning with ICT
    
Summary -
Two physics teachers, one laboratory technician and 35 Secondary 6 students were involved in the innovation. This innovation aimed at providing students with an opportunity to establish the relationship between modeling and scientific development, and to simulate different physics phenomena with ICT. In this pedagogical practice, students worked collaboratively in the design of some experiments related to the curriculum content for verifying a mathematical model in scientific phenomena. Teachers acted as advisors and project managers, whereas students took an active part in generating questions, designing the experiments and drawing conclusion from their investigations.  
 
CZ004:Business Correspondence  English/Foreign Languages, Computer, Vocational Subjects,   Upper Secondary,   Project   Connectedness: Students from other schools involved

Connectedness: Teacher from other schools involved 
CZ004  
     
    
Summary -
The studied activity is Fictitious Business Correspondence in Foreign Language via Internet project at CZ004 in Czech Republic. The principal of the project is preparation and processing of a complete set of business correspondence concerning one business case between two fictitious business partners from two different schools specialized in economics in the Czech Republic or abroad. Project is carried on in these subjects: Information technologies (IT), English language and Business correspondence. 
 
CZ005: Video Bee  Computer, Art/Music,   Lower Secondary,   Media Production  Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
CZ005  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
The innovation was a long-term project focusing on the activities connected to video processing and filming, but it was also involved in many other activities of the school. It aimed at empowering students learning with ICT, and providing them with an authentic context to learn from collaborating with others. Production of a school magazine and organization of "Miss Competition" were used for illustrations. Teacher was more of an advisor and assistant in these activities. Students planned their activities, prepared for the equipment, divided the task, operated video camera, organized and coordinated the activities of their team as well as other people involved.  
 
DE001: Self Dependent and Collaborative Learning in an Interdisciplinary Project "School Trip Newspaper"  Cross Disciplinary, Chinese/ Mother Tongue, Mathematics, Biology,   Primary,   Media Production  Students' role: Determine own learning schedules and strategies

ICT used: Learing support resources/reference 
DE001  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
A class of Primary 3 students produced a newspaper about their school trip to a school farm. The innovation promoted independent learning amongst students. Team spirit was also cultivated, since the work was undertaken primarily in partnership with others and in small groups. The teacher moderated the learning activities, and advised the students in the working and learning process. ICT was used as another tool in teaching together with the traditional teaching and work methods such as information research in the library. 
 
DE003:Effects of using laptops on the lessons of a Secondary School class eight   Cross Disciplinary, Chinese/ Mother Tongue, English/Foreign Languages, Mathematics, Physics, Geography, Art/Music,   Lower Secondary,   Project   Teacher's role: Co-teaching with other teachers

Students' role: engage in collaborative task with other students 
DE003  
     
    
Summary -
The innovation is carried out as a model project, all students of one class were equipped with laptops. The teachers strive to achieve a far-reaching self-organisation of the students in relation to their learning processes; the laptops, as tools, support the realization of the open learning arrangements. The transfer of knowledge to the benefit of learning capabilities for the purpose of independent and self-organised education thus consumes less space. The students use the laptops for writing, preparation of presentations, communication and Internet researches. Project-oriented work makes up a large part of class time; more conventional teaching-methods are also used. The students acquire abilities of organizing individual working processes and there is a stronger collaboration among the students. An intensified reflection on the handling of information from the Internet also results. 
 
DE005: Acquiring Media Competence through Work in the Editorial Team "City Reporter"  Cross Disciplinary, Chinese/ Mother Tongue, Mathematics,  Lower Secondary,   Project   Teacher's role: Liaise with parties outside school

Manifestation of learning outcome: Enquiry plan/method/instrument 
DE005  
  • Empower Learning with ICT
    
Summary -
This project-based pedagogy was carried out in conjunction with a media centrei. The head of the media centre and a schoolteacher instructed the class of 20 students, who took the course voluntarily. The aims of the lessons were to enable the students to master media production skills plus software applications in an authentic context, and to learn about the subject "Internet". The teachers remained in the background during the learning process and provided students with guidance when necessary. As "city reporters", students working in small editorial teams interviewed people from public life about the Internet. The edited interviews were then posted on an Internet site.  
 
DE006:Using ICT for Information Management and Design Purposes in Arts Education: Why the School was Given the Nick-Name "Factory"   Art/Music,   Upper Secondary,   Media Production  Teacher's role: Design curriculum and learning activities

Teacher's role: Develop teaching Materials 
DE006  
     
    
Summary -
The innovation is the utilization of ICT for research and design purposes in the art lessons of an eleventh grade. The students were dealing with an authentic topic by comparing the characteristics of the architectures of their school with industrial buildings. ICT are used for research to prepare the project results in the form of an Internet presentation. In addition to acquiring more knowledge, the esthetical and organizational sense of the students is trained, because they have to decide on the form and the content of the Web page. As a result, the students collaborate to a much higher degree and much better. The teacher assumes a directing role as a whole, due to his superior content-related competencies, but the high competence of some of the students in terms of technical issues sometimes leads to a common learning of the teacher and the students. 
 
DE007:Acquisition of Media Competence through Subject-related Internet Research and Information Processing in a Primary School  Cross Disciplinary, Biology, Economics, Civics,   Primary,   Task-Based Activities  Connectedness: Parents

Teacher's role: Provide feedback to students 
DE007  
     
    
Summary -
The innovation comprises project work with the help of ICT. Non-restrictive teaching methods encourage independent study of the students. The computer serves as a multi-task tool for writing, drawing and creative work as well as for finding information. The innovation is illustrated by work on two different topics. In both cases the students independently acquire factual knowledge on a certain topic. They search for necessary information, using a range of available media. They have to determine the usefulness of this information and evaluate the credibility of the source. An additional objective is using ICT and managing the software. 
 
DE009:"Luring into Reading through the Internet": Getting to Know Other Countries and Cultures through a Literature Project with European Schools   Cross Disciplinary, Chinese/ Mother Tongue, Physics, Chemistry, Biology, Earth Science, Geography, Economics, Art/Music, Civics,   Primary,   Media Production  Connectedness: Overseas students involved

Teacher's role: Liaise with parties outside school 
DE009  
     
    
Summary -
The innovation is a literature project executed in co-operation with four other schools across Europe, aiming at stimulating the joy of reading in the students, and advancing the creative preparation of texts. The students write stories or reorganize fairy tales and the international co-operation is intended to enhance the students’ acquaintance with other countries and cultures. ICT are used as working tools (writing and structuring) alongside other working materials. As a result, the teacher retreats to the background in the class and assumes more of a consultant’s role, and the students get used to independent working. Group-work fosters social and collaborative learning. And the students can get used to the usage of ICT as they write the texts on computers and communicate directly with participating students of partner schools by email. 
 
DE010: Intercultural Collaborative Exchange Using ICT: Learning between Instruction and Self-direction  Civics,   Upper Secondary,   Project   Connectedness: Overseas students involved

Teacher's role: Liaise with parties outside school 
DE010  
  • Empower Learning with ICT
  • .
  • Develop Values
    
Summary -
The innovation was an international co-operation project of five schools across Europe, promoting intercultural understanding and ICT knowledge. The climax was the European week" during which a student exchange took place. All students of the 11th grade dealed with some parts of the innovation in the form of project work. The innovation was considerably supported by ICT. Some sub-projects were based on exchanging information or products between the schools. Students used computers for word processing, Internet research, creating presentations, communication, and documenting their projects on the Internet. Students started to work more in a self-directed way, whereas teachers assumed the role of consulting and supporting. 
 
DE012: Using ICT for Social and Self-directed Learning in Free Work  Chinese/ Mother Tongue, English/Foreign Languages, Mathematics, Biology, Civics,   Primary,   Project   Students' role: Determine own learning schedules and strategies

Students' role: Provide technical support to teachers/peers 
DE012  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
The aim of applying ICT in free work was to support the students' learning in accordance with their level of achievement. Being responsible for their own learning, students set their goals independently, and learned to do collaborative work. The application of ICT not only served these purposes, but also exerted a highly motivating influence on the students. Changes in the role of the teacher triggered off, above all, the open teaching forms in which the teacher withdrew from instructional teaching: he counseled and supervised the students. The role of the students also changed in that they sometimes became the "helper" of the teacher in technical problems  
 
DE013:Personality development through media-supported work on authentic problems  Cross Disciplinary, Chinese/ Mother Tongue, Computer,   Lower Secondary,   Media Production  Connectedness: Overseas teachers involved

Teacher's role: Support/model enquiry process of students 
DE013  
     
    
Summary -
This innovation is a project which combines the uses of traditional media (audio, video) and ICT (computer, Internet). The students produce articles for radio, video films and Internet presentations. The innovation aims at media education through work on authentic problems: Project-oriented use of the media should build a bridge between school and extra curricular activities; authentic subjects affect the students personally and, thereby, stimulate the students’ motivation for learning. The goal – apart from the acquisition of technical and organizational know how – is the encouragement of social as well as media competence. The teacher places great value on students working independently, and acts – when requested – as their advisor with respect to specific questions. The strengthening of the students’ personality (e.g. self confidence) is seen as a major result. 
 
DE014: Promoting Team Potential in the Project "Economy and Schools" and Acquiring Key Qualifications for Entering Jobs  Economics,   Upper Secondary,   Project   Students' role: Determine own learning schedules and strategies

Teacher's role: Liaise with parties outside school 
DE014  
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
The project helped students get to know economic connections and ways of thinking, and to acquire skills of self-organized teamwork and ICT. Teams of students analyzed a large-scale enterprise, examined a smaller company, and developed their own business concept. A business consultancy supported the teacher with information attended the presentations, and provided feedback to students. Apart from liaising with the business sector, coordinating activities and observing project progress, teachers assumed the role of co-learners, as the subject matter was relatively new. ICT played a significant role in this innovation, by supporting information search and presentation. 
 
DE015: Self-directed Learning in Mathematics: ICT-supported Station Exercise  Mathematics,   Upper Secondary,   Project   Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
DE015  
  • Motivate Students
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
The objective of this innovation was the promotion of self-directed learning in the upper grade of Mathematics. Self-directed exercises, with authentic learning problems, could be found in the learning stations which are programmed in a HTML-environment. Also, a calculator capable of graphic-processing was applied for the handling of complex, standardized computing work. Furthermore, students reflected their learning processes in a "learning diary". The role of teachers changed in the direction of individualized supervisory company for the students, whereas students showed more motivation and involvement in the computer-assisted self-learning phases than in the conventional frontal teaching method,  
 
DK004: Differentiated Learning Incorporating ICT: Implementation of the Program "Work with Danish" in an Intensive Reading Course for the Third Grade  Chinese/ Mother Tongue, Biology, Art/Music,   Primary,   Project   Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
DK004  
  • Conceptual Learning
  • .
  • Motivate Students
    
Summary -
Work with Danish was an intensive reading course, which aimed at facilitating students'reading development according to their different abilities. It also focused on training students' reading techniques plus strategies, and promoting students' reading interests. The class was divided into two groups which worked alternatively with the program in the computer room and with reading in the classroom, by pairing readers of different competencies to encourage peer learning. Students could also choose and work with the assignments at own pace and level. Teachers administered a reading assessment before and after the course. They also had to prepare for the materials for this course. 
 
DK007: Springtime in Our Part of the World: An Email Project Between a Class in Southern Jutland and the Faeroe Islands  Chinese/ Mother Tongue, Biology,   Primary,   Project   Teacher's role: Liaise with parties outside school

Connectedness: Students from other schools involved 
DK007  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
Springtime was a cross-curricular project under an e-mail program between a Danish and Faeroese class. Student groups researched aspects of the theme, and they communicated with each other via email as well as presented their work on the class's homepage. Goals were to widen students' horizons through comparisons of the two cultures and environments, to improve students' social skills, increase student responsibility in the project process and collaboration regarding technical problems. Student outcomes were identified as increased motivation, strengthening the confidence of weak students and increased collaborative opportunities. This project also highlighted the importance of teacher planning and organization in maintaining communication between the two classes.  
 
DK008:The Book Project: Students' Internet Use and Teachers' Vigilance in a Remote Danish School   Chinese/ Mother Tongue, English/Foreign Languages, Biology, Earth Science,   Lower Secondary,   Media Production  Connectedness: Parents

Teacher's role: Provide feedback to students 
DK008  
     
    
Summary -
The case takes place at a remote Danish school, where seven students individually produce a non-fictional book based on the topic of their choice. Their research produces and constructs the layout of the book with illustrations using the Internet and word-processing programs. The schools’ relative isolation and small size highlight the educational uses of ICT in giving students and teachers an easy and quick access to information and educational sources thereby extending the boundaries of the school. Additional aspects identified are the motivational factor in working with ICT and producing products with use value, the support of less academically minded students and the differentiation of teaching. The project underscores the importance of teachers’ preparation, adequate knowledge of search techniques and the close supervision of students Internet use and progress. 
 
DK010: The Newspaper as Genre. A Web-Journal  Chinese/ Mother Tongue, English/Foreign Languages,   Lower Secondary,   Media Production  Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
DK010  
  • Motivate Students
    
Summary -
Students in the 7th grade attended a workshop to construct a web-journal with articles in Danish and English using the program FrontPage. The students, working individually and/or in groups performed relevant roles, from researchers, journalists to layout specialist, to achieve the production of the web-journal. The teacher roles included coach and editorial advisor with the aim to stimulate student initiatives and responsibility in the workshop process. The teacher identified the inclusion of ICT as motivational in engaging the students with 'real' activities where the products were made public on the Internet and facilitating learning.  
 
DK011:Students with Own Responsibility Within the Teacher's Tightly Structured Framework   Cross Disciplinary,   Lower Secondary,   Media Production  Teacher's role: Liaise with parties outside school

Teacher's role: Support team building and collaborative process of students 
DK011  
     
    
Summary -
The focus of this case is a cross-disciplinary, project-based course where student groups in 6th grade prepare a multimedia presentation. The students have been given a class set of ‘Thin Clients’ and have access in the classroom to six stationary computers, digital cameras etc. The possibility to differentiate according to students’ needs and talents increases. This requires the teacher to be able to apply ICT educationally and demands a wide spectrum of roles on his part from administrator to supervisor. The students use electronic logbooks to support the administration of their planning and execution of the project. Students are encouraged to be responsible for own learning and self-administration within the teacher’s predetermined framework. Working with expensive and fragile ICT equipment demands increased levels of students’ self-discipline in the classroom. 
 
ES001: Cooperative Project Using Telecommunication Tools to Study the Climate and Weather  Chinese/ Mother Tongue, English/Foreign Languages, Earth Science, Art/Music,   Primary,   Scientific Investigation  Goal: Provide authentic learning contexts to students

Connectedness: Overseas students involved 
ES001  
  • Conceptual Learning
  • .
  • Develop Information Skills
  • .
  • Empower Learning with ICT
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
Four schools participated in this innovative co-operative project. Every weekday, pupils from different schools had to share introduce meteorological data in the Internet to them with the partner schools. Then they finally carried out comparative research projects on weather variables. This project had various objectives, from conceptual learning, mastery of use of different measurement tools, handling and making sense of data to facilitation of cooperative learning with virtual cooperative groups. Teachers provided suggestions and guidance for students learning, whereas students working in groups made the final decisions of what they wanted to learn and how they were going to do. 
 
ES002: Use of ICT To Improve Written Expression, Image Processing And Body Language  Cross Disciplinary, Chinese/ Mother Tongue, Physics, Art/Music,   Primary,   Project   Students' role: Determine own learning schedules and strategies

Teacher's role: Support/model enquiry process of students 
ES002  
  • Conceptual Learning
  • .
  • Empower Learning with ICT
    
Summary -
This innovation was a multidisciplinary project with the application of ICT. The main objectives were to train students' ability to deal with different texts, to enhance their social competence, and to cultivate self-learning plus self-correction for improving academic performance. Students had to read adapted texts, to produce an advertisement, a photomontage, to describe a person and to illustrate a poem, by adapting formats when necessary. They made use of ICT for their own productions, and they engaged in cooperative learning, by working in groups to share their competence and projects. Teacher modeled activities using related tools and programmes. He also helped students solve learning problems, thus promoting students autonomy development in learning.  
 
ES003:Alteris: A Project for Citizenship from the Teaching and Learning Activities of the Social Studies  Civics,   Lower Secondary,   Project   Students' role: Analyzing and drawing conclusion from data

Connectedness: Non-teaching school staff 
ES003  
     
    
Summary -
Alteris is an education project based on the study of the Social Sciences. Otherness is the axis of the project. With contents based on demography and sociolinguistics, its aim is to start in the students a reflexion process that takes them to adopt the democratic values and attitudes. The project is divided into two parts: “Equal and different (diversity in today’s world)” and “People and the world (present situation and demographic perspectives)”. Students have to solve a problem or dilemma by contrasting their opinions with those of others in and outside the classroom and through the Internet. Alteris contains a forum to gather opinions. This allows different schools to work in a coordinated way. It also has an adaptation of the French programme for students in Catalunya Nord. There are also didactic directions for teachers. 
 
ES004: CLIC: An Experience of How to Optimise Genuine Catalan Software  Mathematics,   Primary,   Task-Based Activities  Teacher's role: Assess students

Connectedness: Non-teaching school staff 
ES004  
     
    
Summary -
The working method applying TIC (Communication and Information Technologies) is based on attempting to optimize the resources within our reach (software and hardware) with the goal of giving our students a basic foundation on the use of computing tools. In the 1995-1996 school year, we began introducing computing classes in the usual curriculum to all the Kindergarten and Primary School levels. In order to optimize machine and teacher’s resources, we develop the computing area as follow: The subject is taught at each Cycle by a specialist teacher (not the tutor). We establish a weekly timetable in which every group attends a weekly session. In these weekly sessions we develop activities related to different curriculum areas as well as the TIC utilization procedures which are considered basic at each Cycle. The handed activity is one of those we have programmed. It’s a methodical calculation work done with the CLIC programme. 
 
ES005:"ARRELS" (Roots): A Research on Our Immediate Geographical and Cultural Surroundings to Share among the ZER L'Eral Schools Using ICT  Cross Disciplinary, Chinese/ Mother Tongue, Biology, Geography, History, Art/Music,   Primary,   Project   Teacher's role: Liaise with parties outside school

Connectedness: Teacher from other schools involved 
ES005  
     
    
Summary -
The project “ROOTS” has aroused a lot of interest among the teachers, so they become involved in it. It’s just the way that five schools from ES005 have done a joint work. This work aims: 1. to do a parallel research about each village: monuments, squares, history. 2. to share all this work ourselves to publish it and put on an exhibition. Really, this programme will help us to know better each other. 3. to use information technology within our reach to carry out the project: WORD processing, coordination and passing the documents through electronic mail, digital photography. 
 
ES006: The Internet in the Classroom  Physics,   Upper Secondary,   Expository Lessons  Students' role: Peer tutoring

Connectedness: Groups from community involved 
ES006  
  • Conceptual Learning
  • .
  • Empower Learning with ICT
    
Summary -
The aims of the innovation were to facilitate the implementation of cross-curricular curriculum, plus to empowering students learning with ICT. Teachers collaborated in the planning of the curriculum, adapted materials from the net and develop genuine software for teaching and learning. They provided students with illustrations of relevant concepts by multimedia presentations, and solved students' learning problems. Besides listening to teachers' presentation, students performed drill and practice exercises corresponding to their own learning pace in the technology lab. Self-learning was then advocated, as students who wanted to go deeper into the subject could use the web for sources of information, and choose the level of exercise which provided them with immediate error correction. 
 
ES007: Cooperative Project to Learn about Traditions of Several European Countries through Different Activities Using Telecommunication Tools  Cross Disciplinary, English/Foreign Languages,   Lower Secondary,   Media Production  Connectedness: Overseas students involved

Students' role: Determine own learning schedules and strategies 
ES007  
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
This innovation aimed at empowering students learning with ICT, increasing their self-esteem, motivation and autonomy. Students from six European schools learnt about the traditions of the countries participating in this project. They collected and exchanged information about local celebrations and traditions, produced a computer-processed booklet, a video, a document about the past and the present of traditions with pictures, and a CDROM. The most relevant material has been put in the web page shared by the schools. While teachers collaborated in the planning of the learning activities, and provided students with guidelines plus suggestions to facilitate their learning. 
 
FI001: A Computer Supported Collaborative Learning Project in Lansilmakil Lower Secondary School  Chemistry, Biology,   Lower Secondary,   Project   Manifestation of learning outcome: Portfolio

Teacher's role: Support team building and collaborative process of students 
FI001  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
The goal of the innovation was to increase computer-supported collaborative learning in school. Students conducted research projects in science collaboratively. They had responsibility for their learning, and they dealt with the entire research process by themselves. Students and teachers utilized the web-based environment WorkMates in learning. The environment supported students' learning by providing tools for questions, discussions and knowledge production. Students could comment each other's notes, and shared information on their progress in the research project and knowledge acquisition. Teachers guided and supported students learning, and provided feedback to students' working throughout the project  
 
FI002: Web Based Distance Language Teaching in Archipelago Schools of Turku  English/Foreign Languages,   Primary,   Virtual School and Online Course   Teacher's role: Liaise with parties outside school

Connectedness: Teacher from other schools involved 
FI002  
     
    
Summary -
This innovation was a collaborative effort between a teacher training school and a primary school in Finland. Students learnt German through distance learning. The goal of this pedagogy was to guarantee equal opportunities for pupils in small rural schools to choose optional foreign languages. Also it advanced teachers' ICT skills and schools' technological resources. This pedagogy utilized a web-based learning environment designed for young language learners. It also enabled the teacher to pay more attention to individual students. Teacher designed a series of exercises to be done in NetMeeting and virtual notebook. Students worked on various tasks in a web based learning environment either alone or collaboratively with each other and the distance teacher. This strengthened students' responsibility for their own learning. 
 
FI004: Web Course in Sipoo Upper Secondary School  English/Foreign Languages, Computer,   Upper Secondary,   Virtual School and Online Course   Manifestation of learning outcome: Portfolio

Goal: Improve learning attitude 
FI004  
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
The innovative pedagogy was concerned with a web-course consisting of 20 study weeks of information technology in an upper secondary school. Students acquired various ICT skills, and learned skills for group work and working on projects. All students were involved in activities of virtual companies and they did practical training in some companies. Teachers who were employed outside schools planned and developed learning activities with support of project coordinator, as the school did not have enough qualified staff to teach the course. The considerable amount of work in the web-course was independent work. Students did also web-based portfolio about web-course and their learning.  
 
FI005: Netlibris Literature Circles  Chinese/ Mother Tongue, Computer,   Primary, Lower Secondary,   Project   Connectedness: Overseas students involved

Students' role: Determine own learning schedules and strategies 
FI005  
  • Develop Collaborative and Organizational Skills
  • .
  • Motivate Students
    
Summary -
Netlibris was a literature project, with the aim of encouraging students to read more books, sharing their reading experience with other peers, and encouraging girls to use ICT. Teachers planned their activities with librarians, students, project coordinator, and several experts (authors etc.) They participated in web based literature discussions, modeled literature discussions and interaction skills. In the innovation, students chose books to read from common bookplates in Netlibris website, kept a reading diary and discussed about books in the web-based environment and face-to-face meetings. They also planned and arrange literature events for other students e.g. author visits. 
 
FI006:Diversifying School Instruction of Orthodox Religion by Means of ICT  History, Civics,   Upper Secondary,   Project   Teacher's role: Liaise with parties outside school

Connectedness: Groups from community involved 
FI006  
     
    
Summary -
Ort + Edu is a national project which develops instruction of Orthodox religion. The project’s aims are to get Orthodox Church’s visual and auditory cultural heritage to the web and implement web-based learning and collect feedback. The project has succeeded in increasing interest to new learning environments among teachers. The teachers have now more positive attitude towards ICT. Ort + Edu has also offered new learning material. During the project participants have collected material (visual and auditory material, for example about divine services, icons, church building and church set of articles) to the web. They have also planned and utilized virtual, open learning environment. The meaning of learning environment is to teach orthodox religion which is minority religion in Finland. In the learning environment the students and teachers can also communicate with each other.  
 
FI007: Technology-Enriched Projects In Vitianiemi Lower Secondary School  History,   Lower Secondary,   Project   Students' role: Determine own learning schedules and strategies

ICT used: Simulations/modeling software 
FI007  
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
    
Summary -
This innovation aimed at promoting the use of web-based learning practices, getting students to understand history and to apply what they learnt, plus cultivating students' responsibility for their learning. Teacher taught a specific theme of history utilizing role characters and ICT. He planned the lesson activities, gathered the relevant information sources, and guided students learning. Every student had a fictional role characters. Students did exercises and discussed according to their role. They worked both independently and collaboratively with students in another school. They discussed and sent messages to each other utilizing a web-based environment.  
 
FR001:"Vend?e Globe Junior", A Multidisciplinary Action Integrating ICT Use in Teaching and Learning Process  Mathematics, Geography, History, Computer,   Primary,   Project   Teacher's role: Develop teaching Materials

Teacher's role: Provide feedback to students 
FR001  
     
    
Summary -
The main objectives of the innovative action, called “Vendee Globe Junior”, are “to open the school to the outside world, to give tools (projects, means, steps) of knowledge of the natural and human spaces to better understand them and better act above”. The idea is to benefit from such a local but so national and international event to imagine new educational practices in using ICT while favoring the appropriation of ICT, particularly the use of Internet, by the teachers and the pupils of the schools at the local and regional levels. The project encourages teachers to involve their pupils in cooperative works among children of the same class, the same school, even different schools. Putting children’s productions on the web site widely increases their motivation and justifies requirements towards their works. All the involved pupils have to use computers (search and protection of file, printing), scanners, text processings, electronic mails, and softwares, to consult Web sites. Pupils also have to use software packages of sound treatment. 
 
FR002:Integration of ICT in the Learning Process of 5 to 8 Year Old Children   Chinese/ Mother Tongue, Mathematics, Geography, History,   Primary,   Media Production  Teacher's role: Provide feedback to students

Teacher's role: Assess students 
FR002  
     
    
Summary -
Innovation is linked to the arrival of the teacher in 1989. The main goals to consolidate school learning consist of: - setting up a pedagogical approach in the frame of which pupils are involved in productive learning tasks, where they have to deliver a product at the end, - breaking the isolation of the school, - pushing the ICT use with young children farther that the traditional use of software in the learning process, - encouraging the collaboration between children of different levels and ages, - giving the pupils the means to look objectively at their activities. 
 
FR004:Integration of ICT in the Teaching and Learning Process in Science at the Lower Secondary School Level  Biology, Earth Science,   Lower Secondary,   Task-Based Activities  Teacher's role: Develop teaching Materials

Teacher's role: Provide feedback to students 
FR004  
     
    
Summary -
The observed “Initiative in science” takes place in a progress integrating other pedagogical practices using ICT, as the experiment assisted by computer (EXAO). Innovation consists of the creation and use in class of HTML pages which are simple to use. Students just need to master data processing, text processing and Windows environment. Innovative action aims to compensate for a lack of adapted documents. The teacher proceeds to the electronic shaping of information and of existing documents. Pedagogical aims stay the same and is an alternative to the traditional ways to reach disciplinary aims underlined in curricula. ICT innovative practices consist of devising and using hypertextual pages carrying on accurate points of science lessons. The pages are placed in “Intranet” during teaching time and contain texts and illustrations and some of them are simulations when students need to carry out experimentation. Students have to discover information allowing them to answer a paper questionnaire which serves as learning indicator. Innovation lies too in the involvement of the teacher to use ICT applications in his daily practices next to existing oriented instructional practices. 
 
FR005: ICT Use in a Multidisciplinary Innovation: A Trip in Rome for a Tenth Grade Class in an Upper Secondary School  Chinese/ Mother Tongue, English/Foreign Languages, Geography, History,   Upper Secondary,   Project   Teacher's role: Liaise with parties outside school

Goal: Develop values 
FR005  
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Values
    
Summary -
The innovation was built around a trip in Rome, which aimed at mastery of knowledge in French and history, expanding students' exposures beyond classroom context, and values cultivation. It lasted for a school year with extensive applications of ICT. Two classes of 10th grade participated in the activities like retrieval research, writing the fiction scenario which would be made during the trip, keeping of a trip diary. Students also worked on reading of films and analysis of images together. Teachers planned the learning activities, and provided guidance for students. While students got the assigned tasks done, by following task instructions and working with other peers.  
 
IL001:ICT - A Bridge to Communication  Chinese/ Mother Tongue, English/Foreign Languages, Mathematics, Earth Science, Geography,   Primary,   Project   Connectedness: Students from other schools involved

Students' role: Collaborating with remote peers 
IL001  
     
    
Summary -
The innovation is characterized by a systemic approach towards the implementation of ICT-based projects in all classrooms. 25 teachers implement the project, as an integral part of the curriculum, in almost all subjects: mathematics, geography, literacy, science studies and English as a foreign language. Some classes (5th and 6th grades) are involved in more than one project. The parents are actively involved in the innovation as well. Skills and knowledge acquired in the ICT innovative projects are implemented in other learning and social situations as well. 
 
IL006: Educational Radio Station  Cross Disciplinary,   Upper Secondary,   Media Production  Goal: Develop values

Teacher's role: Mediate communication between students and experts 
IL006  
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Values
    
Summary -
The pedagogic innovation was that the radio station was operated completely by students of the radio division almost without intervention of teachers in the content of the broadcasts. This aimed at training the media production plus collaboration skills, and facilitating students' value development. Students worked in teams to collect data from the Internet for preparation of investigations, and to use technology for radio program production. Teachers supported the production activities by teaching students the relevant theory and skills. Students conducted self-evaluations, and they held a group meeting for assessment and receiving feedback from the teacher and their fellow students to reflect on what they have done. 
 
IL007: "Website Story" - Internet Sites  Cross Disciplinary, English/Foreign Languages,   Upper Secondary,   Media Production  Teacher's role: Co-teaching with other teachers

Teacher's role: Provide feedback to students 
IL007  
     
    
Summary -
The innovation, which began 4 years ago, consists of student-teacher collaboration in building educational web sites in about 20 subject matters. The first Web project has been initiated with a gifted class (15-20 students), for English as a foreign language studies. It was designed by three leading students. The process was contagious and very rapidly other teachers joined it. The innovation in IL007 can be defined as the development of pedagogic Websites by teams of teachers and students, and their implementation into the school curriculum. 
 
IL008: "Aviv" Virtual School  Chinese/ Mother Tongue, English/Foreign Languages, Civics,   Lower Secondary, Upper Secondary,   Virtual School and Online Course   Teacher's role: Liaise with parties outside school

Manifestation of learning outcome: Portfolio 
IL008  
     
    
Summary -
In this innovative practice, the school introduced 13 virtual courses of different disciplines administered by a virtual school network. The courses were destined to serve whole classrooms or alternatively groups of interest within grade levels, with the aim of fostering their inquiring spirit, promoting independent and lifelong learning, creating a virtual learning community and improving technological literacy. Both virtual and classroom teachers cotaught the courses, and they worked together to plan the curriculum and the learning activities. While students assumed greater responsibility for learning by working with peers to define learning goals and ways of getting them attained. 
 
IL010:Peace Network- For Facilitating Values of Peace and Democracy   Chinese/ Mother Tongue, English/Foreign Languages, Biology, Civics,   Upper Secondary,   Project   Connectedness: Students from other schools involved

Connectedness: Teacher from other schools involved 
IL010  
     
    
Summary -
The “Peace Network” was formed in IL010 aimed at bringing together students from different cultures via the Internet, creating a network of schools for peace and democracy. The “Peace Network” innovation sees the uniqueness of the Internet in its capability to overcome the distance barrier, creating an initial contact to ease and break tension that arises in a face-to-face meeting. Each student is connected with another student from another school, enabling creation of closer personal relationships. This is followed by group activities, using online forums. The innovation is consistent with the existing curriculum, in which for every subject matter there are 2 hours dedicated to ICT implementation. 
 
IT001: Smoke Signals  Cross Disciplinary,   Primary,   Media Production  Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
IT001( Open from SITES:M2** )
  • Empower Learning with ICT
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
12 networked schools have worked together planning, editing, publishing the e-newspaper "Smoke Signals" for more than four years. Students worked in groups. Writing an article, reading what others have drafted, discussing the different essays, using a computer to produce, send or upload hypertext were part of the daily curriculum. Regular email exchange between the schools could be noted. The e newspaper could be found in its own website which was offered with the aid of the municipality. The showing of students' products on the web which could be accessible to those students from small and far away schools facilitated exchange of ideas and to enhance learning quality. While teachers planned the curriculum activities and provided students with feedback and guidance in this innovative pedagogy. 
 
IT010:The Self Learning Centre  Chinese/ Mother Tongue, History, Art/Music,   Lower Secondary, Upper Secondary,   Task-Based Activities  Connectedness: Parents

Teacher's role: Give task instruction 
IT010( Open from SITES:M2** )
     
    
Summary -
Since 1996, an institute of secondary education set up a computerized self-learning center, supported through a tutoring system and called Self-Learning Centre. The Centre is a resource for teachers and a chance of self-learning for students. The main aims of Self-Learning Centre are to assist students and teachers to achieve their teaching and learning objectives by developing a wide ranging collection of resource material which reflects the range of subjects offered by our school, to help students and teachers exploit these resources for maximum educational benefit and to provide a wide range of self-learning opportunities. 
 
JP003:Innovative Practices Using ICT (Information and Communications Technology) to Achieve Open Space and Integrated Study Through Team Teaching  Cross Disciplinary,   Primary,   Project   Teacher's role: Co-teaching with other teachers

Connectedness: Organizations from private sector involved 
JP003( Open from SITES:M2** )
     
    
Summary -
JP003’s innovation takes place during the integrated study course, called “Honcho Time”, which is required for all students at every grade. Each year, students study a specific topic using the Internet and various software programs, sand present their findings or products on school’s website. The kinds of themes that students worked on in the past include improving waste incineration in local communities, how to live better lives, etc. The unique feature of this innovation lies in that students in different grades are grouped together to work on the project as well as in that three teachers co-teach the course. 
 
KR002:Promoting Self-Directed Learning Abilities through Cooperative Learning in the Web-Based Instruction on the Sixth Science and Social Studies  Biology, Civics,   Primary,   Project   Teacher's role: Support team building and collaborative process of students

Teacher's role: Support/model enquiry process of students 
KR002( Open from SITES:M2** )
     
    
Summary -
KR002 ran as the ICT model school from March of 1999 to February of 2001. It bases its main objectives on fulfilling very diverse and specialized students’ demands. In order to realize this task, they helped students develop adjustment abilities to ICT-based society by providing a reciprocal environment between students and teachers through ICT. More specifically, they have placed their major goal in planning the educational improvements by embodying multimedia class session models that correspond to the nature of school subjects and analyzing their education effectiveness and weaknesses, then generalizing the results. 
 
KR003:Investigating Information through Internet and Communicating through Cheating Room in the Web-Based Learning Environment of Korean in Eighth Grade   History, Computer,   Primary,   Task-Based Activities  Teacher's role: Develop teaching Materials

Teacher's role: Assess students 
KR003( Open from SITES:M2** )
     
    
Summary -
KR003 focus on as educational goals raising human beings who do their duty both to their lord and parents, are independent, sincere, healthy, and think scientifically, and then ultimately intend to bring up creative people leading new age. In particular, the school is developing managerial rules and practice plans through education of voluntary practical ability and creativity extension on the basis of educational goals that are the competent person’s rearing to be adapted for society of information-knowledge. 
 
KR004: Creating Interactive Learning Environment by Sharing a Database and Performing Simulation Experiments in the Science Subject of the Eighth Grade  Earth Science,   Lower Secondary,  Scientific Investigation  ICT used: Simulations/modeling software

ICT used: Local area network (LAN) 
KR004( Open from SITES:M2** )
  • Develop Information Skills
  • .
  • Motivate Students
    
Summary -
The major purposes of this program were to create interactive learning environment, to improve the students' problem solving abilities, and to train their skills of performing information search, doing inquiry and communicating with ICT. Students made their own programs to operate the simulation experiments in the technology Lab, produced their own reports with computer, and submitted them online. The program teacher played the role of facilitator. He organized computer information materials in the folders and uploaded them to the website, and provided students with class materials through projection TV. He also guided them to formulate their own investigation plan. 
 
LT001:Integration of ICT into Fine Arts Theory Lessons in Kai?iadorys Algirdas Brazauskas Secondary School  Art/Music,   Lower Secondary,   Project   Teacher's role: Design curriculum and learning activities

Teacher's role: Develop teaching Materials 
LT001( Open from SITES:M2** )
     
    
Summary -
The innovation (ICT applied in teaching and learning of fine arts theory and the history of art) is being implemented in the 5th-10th grades. Each year students carry out a theoretical creative term task (prepare presentations, abstracts, etc.) and use ICT for these tasks. All students of two 9th grades use ICT in carrying out the creative task; whereas other 5th-10th grade students can choose whether to use ICT or not. The course covers topics of painting, graphics, sculpture, architecture, composition and the history of art. 
 
LT002:Implementation of the Project-based Method during Lessons of Informatics in ?ilut? Secondary School No 4  Computer,   Lower Secondary,   Media Production  Teacher's role: Co-teaching with other teachers

Teacher's role: Design curriculum and learning activities 
LT002( Open from SITES:M2** )
     
    
Summary -
Since 1989, informatics has been taught in LT002 according to a special syllabus. The innovation (the project-based method is applied in learning and teaching informatics) has been implemented in all 10th grades. When carrying out projects, students study ICT application topics of the compulsory informatics subject: design of text documents (the project “Creation of a Booklet”) and development of hypertext documents (the project “Development of Personal WebPages”). Teachers of informatics, the Lithuanian language, and fine arts take part in the project-based activities. Students carry out tasks on the computer during lessons of informatics. 
 
LT003:Integration of Information Technology into the Course of Elementary Astronomy in Karm?lava Balys Bura?as Secondary School  Physics,   Lower Secondary,   Project   Teacher's role: Design curriculum and learning activities

Teacher's role: Develop teaching Materials 
LT003( Open from SITES:M2** )
     
    
Summary -
The innovation has been implemented when the course of elementary astronomy is being studied during lessons of physics. All students of the 10th grade take part in these activities. The innovation has been organized by the teacher of physics in cooperation with teachers of informatics and mathematics. Students study various topics of astronomy: “The Solar System”, “The Sun”, “The Earth”, “The Moon”, “The Visible Movement of Heavenly Bodies”, “The Stars”, “The Milky Way and Other Galaxies”, and “The Universe”. The course also includes topics of mathematics (elementary statistics) and informatics (search for information, presentations, spreadsheets). 
 
LV001:Use of ICT in Foreign Language Lessons at the Upper Secondary School Level  English/Foreign Languages, Earth Science, History, Art/Music,   Upper Secondary,   Project   Teacher's role: Provide feedback to students

Teacher's role: Assess students 
LV001  
     
    
Summary -
The innovation is focused on innovative approach to teaching English using ICT as a source of different information regarding specific topics of curriculum. Students develop their abilities to learn independently, mainly searching information on the Internet or CD Encyclopedia. They also produce reports using ICT both as a tool for finding and/or retrieving information and for developing reports. The students have another possibility to improve their ICT knowledge and skills and to develop their English spoken and written ability. Those students who have computers at home prepare materials at home and take them to school on a floppy disk. 
 
LV002:Integrative use of ICT in Geography and Informatics lessons at the Upper Secondary School Level  Geography, Computer,   Upper Secondary,   Project   Goal: Improve learning attitude

Students' role: Provide technical support to teachers/peers 
LV002  
  • Conceptual Learning
  • .
  • Develop Information Skills
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
In this innovation, ICT was used as a source of information for different topics of Geography curriculum. Teacher planned the lesson activities, set the tasks and distributed the responsibilities to the students. She also monitored task progression and helped students solve learning problems. Students mainly performed Internet Search, and developed presentation materials and reports using ICT. Students worked on topics regarding Geography during regular lessons of Informatics as well. So, they had additional chance to use ICT, and practiced their skills in ICT use on real assignments for specific subject matter.  
 
LV005: Use of COACH Software in Physics Lessons at the Upper Secondary School Level  Physics,   Upper Secondary,   Scientific Investigation  ICT used: Data logging tools

Teacher's role: Design curriculum and learning activities 
LV005  
  • Conceptual Learning
  • .
  • Develop Information Skills
    
Summary -
The innovation aimed at adopting a new approach to teach Physics: using COACH software and different sensor system as a tool for performing different measurements. It also empowered students' leaning with ICT. Students conducted computer assisted experiments. At the same time, they searched for information on the Internet, and subsequently developed presentation materials and reports regarding their experimental results with ICT. Teacher designed the lesson activities and ensured that everything was running smooth in the lessons. The ICT played an important role in this innovation, because it was difficult to process results of these laboratory experiments without computers. 
 
NL002: Digi-lessons in Primary Education: A Combination of Curriculum Content and ICT-basic Skills  Cross Disciplinary,   Primary,   Task-Based Activities  Students' role: Peer tutoring

Connectedness: Groups from community involved 
NL002  
  • Conceptual Learning
  • .
  • Develop Information Skills
  • .
  • Empower Learning with ICT
    
Summary -
The innovation aimed at learning relevant subject knowledge and basic ICT skills. A Digi-lesson was a Word-file with assignments, directions and related links to websites on the Internet. Teachers of the school developed these Digi-lessons for all grades about various topics. The innovative teacher individualized students' learning, by selecting copies of digi-lessons consistent with the level of students, and putting them into the students' folders. The students made use of the Internet and/or educational programmes on CD-Rom. When they have finished their Digi-lesson, they printed the Word-file and kept it in their portfolio.  
 
NL003: Stimulating Independent Working by Creating Web Pages and Publishing These Pages on the Intranet in the Upper Grades of a Primary School  Cross Disciplinary,   Primary,   Media Production  Students' role: Provide technical support to teachers/peers

Manifestation of learning outcome: a multimedia integrated product  
NL003  
  • Develop Information Skills
    
Summary -
The innovation did not address a particular subject, but aimed at teaching the students the basic ICT-skills with which they could make web pages. All students involving in this innovation had a website on the Intranet of the school. Making websites was integrated in the curriculum of the upper grades. Students worked mostly in pairs. They helped each other on web page design, and commented on each other's website. Teachers supervised these lessons and decided the lesson activities. They also helped and advised the students. ICT was essential for the innovation when it came to making and designing the web pages and publishing the web pages on the Intranet.  
 
NL013: Searching for information on the Internet in the 'Whitbread Race' Project in Lower Secondary Education, Supervised by Educational Assistants  Cross Disciplinary, English/Foreign Languages,   Lower Secondary,   Project   Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Authentic product 
NL013  
  • Empower Learning with ICT
    
Summary -
The 'Whitbread Race' was a virtual sailing tour around the world, in which the students by means of assignments had to collect information about the countries visited by the race. The aim was to improve the reading and writing skills in English of the students. The students worked in groups and had to carry out their assignments independently. They collected information from the Internet and reference books. By employing educational assistants, teachers got more time to pay attention to the innovation of their subject. They took the initiative by asking questions or giving assignments in class. In most cases students took the initiative for interaction with the assistant: raising questions and asking for assistance.  
 
NL016: Independent Working and Problem-based Learning in Small Groups in An Office-like Environment as a Preparation to Senior Secondary Vocational Education  Vocational Subjects,   Lower Secondary,   Project   Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
NL016  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
This innovation was conducted in a simulation of office environment, with the aims of improving the transition to senior secondary vocational education. Groups of students got assignments referring to the department they were working in. They had to make a planning of and shared these tasks. They solved the problem in their groups with the teaching materials, and they finally presented what they have done. The teacher supervises the students and helped the groups when they were not able to solve the problem. ICT was used by students to get their tasks done with office programs and Internet. 
 
NL017: "Codename Future": a Cross-Curricular, Textbook Replacing, Web-Based Project for Lower Secondary Education   Cross Disciplinary,   Lower Secondary,   Project   Teacher's role: Provide feedback to students

Teacher's role: Co-teaching with other teachers 
NL017  
     
    
Summary -
Students of a first secondary school year (Grade 7) work in couple with one of the topics of the project ‘Codename Future’. By a number of stages, they draw up questions, a plan for action and carry out this plan. They report about their findings by means of a PowerPoint-presentation. Information about the topics and links to relevant websites are available on the website of ‘Codename Future’. The project is a cross-curricular project and takes place in the lessons of the subject areas geography, care and information technology during seven weeks. The teachers of these subjects supervise the students.  
 
NL024: Doing One's Own Experiment in Physics with the Computer as a Tool for Measurement Purposes in Upper Secondary Education  Physics,   Upper Secondary,   Scientific Investigation  ICT used: Data logging tools

Teacher's role: Support/model enquiry process of students 
NL024  
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
    
Summary -
The innovation aimed at training students' skills of conducting scientific inquiry, collaborating with others, and learning with ICT. Pairs of students chose a topic of physical phenomena, formulated research questions and set up an experiment. They had to monitor their schedule of task completion. The teacher and the technical assistant supported them and helped them clarify their problems regarding the technical matter and experimental design. Coach software was used for measuring purposes, recording the data and showing the results in graphics. Students had to write a report documenting their findings after finishing their experiments.  
 
NL025:"Learning Space" as Electronic Learning Environment to Learn the Economical Aspects of Farming in Agricultural Education  Vocational Subjects,   Upper Secondary,   Virtual School and Online Course   Connectedness: Teacher from other schools involved

Teacher's role: Develop teaching Materials 
NL025  
     
    
Summary -
The school uses the programme ‘Learning Space’ to offer education for the subject area ‘Managing animal husbandry’ which is not fixed by time or place. The policy of the schools aims at offering 20% of the attainment targets through ICT. Students work in groups of four and each group collaborates with three other groups from two different locations of this school. The teaching material is provided through ‘Learning Space’. The students use ‘Leaning Space’ to exchange information and communication with other groups and their teacher. The teachers supervise the students through “Learning Space” and group meetings at school. The school uses the programme “Perception” to administer tests online. The test items are stored on a central computer.  
 
NL026: 'Science Across the World': An International Project Aimed at Communication between Schools in Upper Secondary Education  Cross Disciplinary, Biology,   Upper Secondary,   Project   Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
NL026  
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Information Skills
    
Summary -
'Science across the World was an international programme for upper secondary schools, in which students worked in small groups. Teaching materials are available on the program website and also in print through the teacher. Students chose one of the available topics and started with drawing up their plan. They collected information on the Internet, and exchanged their findings with other groups of students of participating schools. The students had to write their report in Word and give a presentation with PowerPoint. Throughout the program, teachers supported students learning by providing them with suggestions, and monitoring their work progress. 
 
NO002:A School Based Web-Site on "Religion and Ethics" as an Interactive Learning Resource  Civics,   Primary,   Project   Teacher's role: Develop teaching Materials

Teacher's role: Provide feedback to students 
NO002  
     
    
Summary -
NO002 has an underlying philosophy about learning and teaching that involves active students. The students learn best if they themselves take an active part in the learning process. The Innovation is the use of an Interactive Learning Resource for the subject, Religion and Ethics. On the Interactive Learning Resource the students can find the subjects goals in the national curriculum, links to relevant websites, tasks, students’ work, assessment and yearly – and periodically scheme of work. The use of “Web-based Integrated Science Environment” (WICE) is the subject Science and Environment. 
 
NO003: "We will survive" - Rural schools using videoconference to compensate lack of learning resources  English/Foreign Languages, Biology,   Primary,   Virtual School and Online Course   Connectedness: Students from other schools involved

Connectedness: Teacher from other schools involved 
NO003  
  • Conceptual Learning
  • .
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
Two small primary schools in Norway participated in the Innovation. The Innovation was the use of videoconference to utilize available learning resources. With the use of videoconference, they had created a "virtual" classroom where they could share each other's knowledge. In this way, they expanded the students learning space. Teachers in both schools collaborated in planning the course which covered cross-disciplinary topics, and provided guidance for students. While students were not passive recipients of knowledge, and they sometimes learnt from working with other peers. These schools have shown that the use of ICT could be a catalyst for changing schools rather than closing them down. 
 
NO004: Integrated Use of ICT Supporting a Student Active School  Cross Disciplinary, Chinese/ Mother Tongue, English/Foreign Languages,   Primary,   Project   Connectedness: Overseas students involved

Students' role: Determine own learning schedules and strategies 
NO004  
  • Conceptual Learning
    
Summary -
The innovation was closely connected to becoming a student active school. The school had several ongoing projects which aimed at increasing students' involvement in their own learning process. Teacher and students worked out a weekly work program together. The teacher set the framework for the project, whereas students decided the theme and method of study. He provided guidance for students when needed. Students constructed problem solutions by themselves or in collaboration with other students. They also wrote a logbook at the end of the week documenting their learning progress. ICT functioning as a tool of documentation, presentation and communication was integrated in the school life. 
 
NO005: Visual Communication Strategies and Project-oriented Pedagogy using iMovie  Physics, Chemistry, Biology, Earth Science, Geography,   Lower Secondary,   Media Production  Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
NO005  
  • Motivate Students
    
Summary -
In an attempt to further develop the project-oriented pedagogy, the school implemented this innovation by having students work in groups to produce animation films. They have started using iMovie as a tool for encouraging reflection and cooperative learning among the students. The school emphasized the importance of visual communication in order to stimulate the student interest for different subject areas. It saw this as a way to give more students a possibility to build on what they are good at. Teachers learnt with the students together from solving some project issues, and monitored their progress. Students kept their own electronic portfolio which consisted of all the projects they have been involved in.  
 
NO006:Processing Information: Students Interacting with Two Women crossing the Antarctic  English/Foreign Languages, Mathematics, Earth Science,   Lower Secondary,   Project   Teacher's role: Liaise with parties outside school

Teacher's role: Support/model enquiry process of students 
NO006  
     
    
Summary -
The Innovation is part of a wider project as the school that consists of different projects and activities. The overall focus has been ‘to make a dream come through’. It all started when two explorers presented their ideas for an education program connected to their Antarctica 2000-2001 expedition. A special database was developed where anyone could follow the expedition. The school had a special arrangement with one of the explorer that they would have direct interaction before, during and after the expedition. This was both to get factual and research based information, and information of a more personal nature about the experiences of the two women in Antarctica. 
 
NO007: The Use of "Web-based Integrated Science Environment" (WISE) in the Subject Science and Environment  Biology,   Lower Secondary,   Virtual School and Online Course   Manifestation of learning outcome: Portfolio

Manifestation of learning outcome: Enquiry plan/method/instrument 
NO007  
  • Motivate Students
    
Summary -
The Innovation took place in a junior secondary school with 8th grade students. There were 24 students involved in the Innovation and one teacher. The Innovation was the use of an on-line science-learning environment, called "Web-based Integrated Science Environment" (WISE). The WISE environment provided context, and support for students to critically evaluate and engage in the learning tasks on the Internet. Teachers designed multiple online tasks, guided students' learning and even worked with them on the tasks together. At the same time, students determined their learning schedule and progress, and they made reflections on their learning activities too. 
 
NO008:Exploring Storyline Pedagogy with Integrated Use of ICT and a Virtual Classroom  Chinese/ Mother Tongue, English/Foreign Languages, Physics, Chemistry, Geography,   Lower Secondary,   Media Production  Teacher's role: Support team building and collaborative process of students

Teacher's role: Support/model enquiry process of students 
NO008  
     
    
Summary -
The pedagogical method used in the Innovation is “Storyline”, where the learning process happens in a realistic context. The main feature that differentiates this approach from others is that it recognizes the value of the existing knowledge of the learner. Through key questioning, the pupils are encouraged to construct their own models of what is being studied, their hypothesis, before testing this with real evidence and research. There is a relatively widespread use of ICT in the Innovation. The students and teachers use a groupware system, Nicenet, for communication and sharing of information. The use of Power Point is central for making presentations. 
 
NO009: Technology-based Communication between School and Industry: Students as Consultants  Chinese/ Mother Tongue, Economics, Computer,   Upper Secondary,   Project   Goal: Provide authentic learning contexts to students

Teacher's role: Liaise with parties outside school 
NO009  
  • Empower Learning with ICT
  • .
  • Provide Authentic Learning Contexts to Students
  • .
  • Develop Values
    
Summary -
The pedagogical method used, was "Storyline", where the learning process happened in a realistic context. Students worked in groups and took on different roles in the municipality. The teacher decided problem areas, but each group decided the theme they wanted to work on. Later, each group, as a consulting firm, investigated the problem of their clients in the municipality. The innovation teacher played the role of organizer, and mediator, and advisor of the learning activities. Students kept a weekly learning log. Peer evaluation was used as one means of assessment. ICT was mainly used for documentation, presentation, information search and communication.  
 
NO010:Using Laptops and Wireless Network to Create a Web-Based Newspaper in English  English/Foreign Languages,   Upper Secondary,   Media Production  Teacher's role: Support team building and collaborative process of students

Teacher's role: Support/model enquiry process of students 
NO010  
     
    
Summary -
NO010 initiated a project focusing on problem-based learning and the use of new technology. Almost all the students and teachers at the school have got their own laptop computer with a wireless Internet-connection all around the school. The Innovation took place in a class at the first level of upper secondary schooling, that is 16 years old students. The group consists of 23 students. The subject that the Innovation took place is in the subject of English. It is one project where the theme is South Africa and where the students are creating a web-page about this theme. 
 
NO011: Vocational Training: Integrating ICT in Practical Work Building a Bathroom  Cross Disciplinary, Chinese/ Mother Tongue, English/Foreign Languages, Vocational Subjects,   Upper Secondary,   Project   Goal: Provide authentic learning contexts to students

Students' role: Determine own learning schedules and strategies 
NO011  
  • Conceptual Learning
  • .
  • Empower Learning with ICT
  • .
  • Provide Authentic Learning Contexts to Students
    
Summary -
In this innovation, students worked in groups to construct a bathroom, so as to train their abilities in different practical activities. This innovation consisted of three phrases dealing with planning, building and presentation of results. Each group carried out the project by themselves, and had to report their progress to the teacher. They wrote a plan of the day, and each student wrote a log at the end of the day stating what they have done. While teachers collaborated in the planning of the innovation, and monitored students' working progress. ICT was used to different extents in the three phrases of this innovation. 
 
NO012:Digital Technology as an Integrated Part of Problem-Based Learning  Chinese/ Mother Tongue,   Upper Secondary,   Project   Teacher's role: Support/model enquiry process of students

Connectedness: Groups from community involved 
NO012  
     
    
Summary -
The Innovation was initiated in 1997. In the school year of 2000/01, three classes are a part of the project, with the subject matter Norwegian. An important aspect of the project is the use of digital technology. They have an extensive collaboration with one of the librarians at the school. The idea is to try out new forms for collaboration in project-based work. An important resource for the students is the school library’s website. 
 
PH001: Computer-Aided Learning in Science 5 (CALS-5)  Biology, Earth Science,   Primary,   Task-Based Activities  ICT used: Tutorial/drill and practice software

Connectedness: Organizations from private sector involved 
PH001  
  • Empower Learning with ICT
    
Summary -
The innovation involved incorporating the use of educational software in science lessons, with the goal of promoting higher order thinking skills and empowering students learning with ICT. Teacher formulated the objectives of the lesson, planned the activities, gave guiding questions, monitored and evaluated students' learning. Working in pairs or in groups, students learned some research skills, as they used the courseware to search for information in answering the teacher's questions. They also processed information, recorded data form conclusions, and presented their learnings and insights. With just the teacher's questions and instructions to guide them by, the students were able to learn on their own and become self-directed. 
 
PH002: Microcomputer-based Personal Science Laboratory  Physics,   Lower Secondary, Upper Secondary,   Scientific Investigation  Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
PH002  
  • Conceptual Learning
    
Summary -
Learning Physics experientially and vicariously was the focus of the innovation. Using probe as the basic tools in the experiments, students conducted hands-on investigation, in-depth verification, exploration and discovery of science concepts and processes. The process of investigation was a group undertaking; the teacher simply provided the parameters of the problem and the procedure for carrying out the investigation. Students worked in a self-directed way, sharing tasks within the group, from setting up the materials to manipulating the probes, changing the configurations of the variables and recording and reporting results. Students were evaluated individually through their portfolios and the formal laboratory reports. 
 
PH003:Improving Mathematics Learning through the Use of Interactive Toolkit  Mathematics,   Lower Secondary,   Task-Based Activities  Connectedness: Organizations from private sector involved

Connectedness: Parents 
PH003  
     
    
Summary -
PH003 aims to cater to a selected group of talented students. The school adopts a Special Science and Technology Curriculum indicating its commitment to quality education more particularly in the fields of science and mathematics. The use of technology is implemented in Science, Mathematics, and English from first year through fourth year. However, the innovation that is the use of Interactive Toolkit for Mathematics is implemented at third year that consists of four sections and taught by two teachers. 
 
PH005: ICT Integrated Science and Health  Biology,   Primary,   Expository Lessons  ICT used: Learing support resources/reference

Connectedness: Teacher from other schools involved 
PH005  
  • Conceptual Learning
    
Summary -
Apart from teaching the subject related knowledge, the innovation aimed at empowering students' learning with ICT and training the skills of collaboration. In this innovation, the teacher decided the content to be covered, and incorporated multimedia presentation using PowerPoint and videotapes in her instruction. She also kept the class on task, by drawing their attention to activities and materials prepared by her. Students worked in groups to do online search, created a concept map, and prepared for PowerPoint presentations. With the use of ICT in teaching and learning, more time could be spent on questioning and discussions that facilitated student understanding.  
 
PH006: Filipino Literature in Motion  Chinese/ Mother Tongue,   Lower Secondary,   Task-Based Activities  Manifestation of learning outcome: a multimedia integrated product

ICT used: Media capture tools 
PH006  
  • Conceptual Learning
    
Summary -
The instructional goal of the innovative pedagogy was to enable the students to express their acquired concepts of Filipino Literature through activities like poster design, slogan making, writing a poem, painting, and slide presentation, using technology. The students were expected to create their products, present them to the class and submit them to the teacher for assessment. The teacher utilized a multimedia presentation from the start to end of the lesson. She also adopted a multidisciplinary approach to develop the lesson content. Followed by the lecture, students cooperated in groups under facilitation of a group leader. The teacher acted as "adviser", giving comments and suggestions when necessary.  
 
PH011: Net Learning in Science and Technology I  Earth Science,   Lower Secondary,   Task-Based Activities  Manifestation of learning outcome: Enquiry plan/method/instrument

ICT used: Media capture tools 
PH011  
  • Conceptual Learning
    
Summary -
Computer Assisted Instruction (CAI) was integrated in the teaching and learning of Science and Technology. Students were given the opportunity to explore multiple channels of learning. Given a set of questions, the class was divided into three groups to perform learning tasks in the computer room, learning resource center and library. They also prepared their reports for presentation to the class. The teacher prepared for the information sources, designed the learning tasks, monitor the groups in their learning stations. Moreover, he clarified some concepts and enriched the discussion during the sharing of findings.  
 
PT001: Image in Movement: Young Cartoon Directors: Editing and Animating with ICT  Cross Disciplinary, Art/Music,   Primary,   Media Production  Students' role: Determine own learning schedules and strategies

Teacher's role: Support team building and collaborative process of students 
PT001( Open from SITES:M2** )
  • Empower Learning with ICT
    
Summary -
This innovative pedagogy aimed at developing student competencies in the Art area, mastering ICT skills, and training the critical mind of the students. The teacher in charge of the class was mostly concerned with the interdisciplinary integration of the work, while another teacher specifically supported the media production activities. Students developed the media projects in groups from planning the script to editing the final product. The media technologies allowed the students to approach the art of the image in movement in an active way.  
 
PT002:CONNECTING: Communicating and Learning with ICT in Primary school  Mathematics, Art/Music,   Primary,   Project   Teacher's role: Liaise with parties outside school

Connectedness: Teacher from other schools involved 
PT002( Open from SITES:M2** )
     
    
Summary -
The innovation is part of a telematic network between a group of primary schools and kindergartens, with the goals: to use ICT in the fight against isolation and to provide the schools with new working tools. The main demand made on the teacher had to do with the need for greater flexibility in the management of her classroom activities, sensitizing the pupils to the usefulness of the technologies and encouraging, through its practical use, the taste for discovery and mutual exchange of ideas and experience. The pupils carry out two types of main activities: real-time communication with the other schools’ pupils and specific learning tasks, being responsible for “feeding” the communication circuits and for the proposal/resolution of mathematical problems. The innovation uses essentially two computers, connected to the Net and to the programme NetMeeting. These resources are used to diversify activities and materials.  
 
PT003: NET MATHICT Addressing Mathematics with ICT  Mathematics,   Lower Secondary,   Task-Based Activities  Goal: Improve learning attitude

ICT used: Learing support resources/reference 
PT003( Open from SITES:M2** )
  • Empower Learning with ICT
    
Summary -
The innovation aimed at developing students' mathematical knowledge and cultivating their positive learning attitude. The activities took place weekly in the Maths Lab, where the students carried out learning tasks using ICT. They explored and discussed mathematical situations, in pairs or groups. Teacher thought students should be the constructors of their own mathematical knowledge and not mere recipients of transmitted knowledge. By suggesting new tasks, designed to be used with new resources, the teacher could monitor and observe students' own learning process. A brief group reflection on the activity was carried out at the end of the lesson, in which the different groups compared their results. 
 
RU001:Students Learn Modern History While Maintaining the Web-Site  History, Computer,   Upper Secondary,   Media Production  Teacher's role: Co-teaching with other teachers

Connectedness: Groups from community involved 
RU001( Open from SITES:M2** )
     
    
Summary -
Students came with the proposal to construct a web site, which will reflect the history of their school. Their initiative grew into innovative approach in studying modern history. 
 
RU002:Happiness of Discovery: the Geometer's Sketchpad   Mathematics,   Lower Secondary,   Task-Based Activities  Teacher's role: Give task instruction

Teacher's role: Explain or present information 
RU002( Open from SITES:M2** )
     
    
Summary -
The Geometer’s Sketchpad is a well-known software product, which was designed to facilitate studying geometry in lower secondary and secondary school. You can use it to draw geometric sketches, define properties of geometric objects and by moving points in the sketch observe or even discover geometric rules or facts. Teacher of mathematics in that school is very fond of unusual ways of teaching. The ways, that makes learning interesting for students, the ways, which with regard to mathematics are associated with “mathematical discovery”. The heart of innovation could be expressed in teachers’ words: “since the beginning of experiment none of the geometric facts is merely presented to students, they discover them themselves. They discover even more, than is contained in regular curriculum”. 
 
SG001: Digital Art  Art/Music,   Primary,   Media Production  Students' role: Provide technical support to teachers/peers

Students' role: Peer tutoring 
SG001( Open from SITES:M2** )
  • Empower Learning with ICT
    
Summary -
Digital Art evolved from an attempt to incorporate ICT into art, which was integrated into the existing art curriculum of all levels. Students were self-motivated to seek knowledge from different sources and to explore different ways of expressing their ideas. As facilitators, teachers gave encouraging feedback to their students. As learners, students' lifelong learning attitude was cultivated. The use of ICT enabled students to broaden their knowledge of art, to create different art forms with one medium. Besides, it made the refining of their work more convenient, and facilitated the sharing of students work with the whole class. 
 
SG002:Virtual Gallery for Repository of Teaching and Learning Resources  Chinese/ Mother Tongue,   Primary,   Virtual School and Online Course   Teacher's role: Co-teaching with other teachers

Teacher's role: Design curriculum and learning activities 
SG002( Open from SITES:M2** )
     
    
Summary -
The innovation involves the use of virtual gallery to facilitate the sharing of teaching and learning resources at the school. This virtual gallery is a resource repository whereby teachers post their lesson materials and instructions, and pupils post their work (such as assignments and projects). Resources posted onto the gallery are dynamic in that teachers and pupils can update or enhance their content as often as they want. These resources, once published online, are accessible from home by both teachers and pupils. Such an approach would facilitate and encourage the sharing of teaching and learning resources among teachers and pupils of the school. About 6 teachers are involved in teaching English thematic units consisting of components such as graphic stimulus, cloze passage, vocabulary building, essay and report writing.  
 
SG003: An IT-Enabled Standards-Based Approach to Project Work  Chinese/ Mother Tongue, Mathematics, Earth Science,   Lower Secondary,   Project   Connectedness: Overseas students involved

Teacher's role: Co-teaching with other teachers 
SG003( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
    
Summary -
The innovative school piloted the use of a suite of web-based communication tools in six Secondary 2 classes to facilitate the planning and conduct of learning activities for Inter-disciplinary Project Work. Students learned about the project expectations in its various aspects through the Instructional Planner. Teachers and students used a collaborative module in the suite for threaded discussion for managing the project and carrying out on-line discussions. Another module, known as the Authentic Assessment Tool, was used by teachers to check and calibrate their assessment of students' project work using established rubrics and benchmarks. 
 
SG005: An IT Approach to Teaching Food Tests and Nutrition  Biology,   Lower Secondary,   Task-Based Activities  Teacher's role: Liaise with parties outside school

Goal: Develop values 
SG005( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Develop Information Skills
  • .
  • Motivate Students
  • .
  • Develop Values
    
Summary -
With the goal of encouraging active learning, the Innovation used a web-based learning module with videos and simulations to assist teaching and learning. Teacher facilitated students' learning, by preparing for the course materials and utilizing a courseware. Video clips demonstrating the conduct of food tests were used for instructions before students were asked to perform the tests in the actual laboratory. Students could review the video demonstrations through the Internet. Later students performed a simulation game where students planned the diet for 3 individuals. Finally, an article on world food supply stimulated discussions on ways to resolve related issues.  
 
SG006: IT-enabled Experiential Learning Using Internet Broadband Multimedia Content in the Teaching of Chinese Language and Physics  Chinese/ Mother Tongue, Physics,   Upper Secondary,   Virtual School and Online Course   Teacher's role: Liaise with parties outside school

ICT used: Learing support resources/reference 
SG006( Open from SITES:M2** )
  • Empower Learning with ICT
    
Summary -
About 15 Physics teachers and 10 Chinese Language teachers had integrated broadband web content into the teaching and learning process. In each lesson, students engaged in a diverse range of IT-based interactive learning activities. Teachers worked with industry partners to develop the web based course materials, and ensured students were staying on tasks. Students worked independently interacting with the web content most of the time. Opportunities were also provided for teachers to use the educational content for lecture demonstration to arouse interest in the subjects and for students to collaborate in group discussions and peer learning.  
 
SK006: Learning Plane Geometry with Cabri Geometre  Mathematics,   Lower Secondary,   Task-Based Activities  Students' role: Determine own learning schedules and strategies

Connectedness: Overseas teachers involved 
SK006( Open from SITES:M2** )
  • Motivate Students
    
Summary -
Cabri Geometre and other software were used in mathematics. The goal was to get students to solve the tasks in plane geometry with less effort, and in a more visible form. The lessons were guided in a way that the teacher assigned the problem and joined the discussion with the students. In the lessons without computers, students worked individually, but they had to work at the same pace. In the lessons with computers, a package of tasks of increasing difficulty was assigned to the students who solved them in pairs. The teacher monitored the students and acted as a learning consultant.  
 
SK008: Healing Plants and Electronic Publication  English/Foreign Languages, Chemistry, Biology, Computer,   Lower Secondary,   Media Production  Connectedness: Overseas students involved

Teacher's role: Liaise with parties outside school 
SK008( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Develop Collaborative and Organizational Skills
  • .
  • Develop Values
    
Summary -
The goal of the project was to motivate students to care for environmental problems, to cooperate on an international level, to publish the project results classically and electronically and to use a common communication language and information technology. The teachers worked as coordinators, planned fieldwork, prepared worksheets for the students, and evaluated the finished product. They also prepared materials for themselves, as they learnt to work with the ICT together with the students. While students worked in a team on an interclass and inter-scholar level. They had to do the fieldwork first, and to produce an electronic herbarium with information collected from the fieldtrip. 
 
SK010:Mathematics and Computer Work  Mathematics, Earth Science, Computer, Civics,   Primary,   Task-Based Activities  Connectedness: Organizations from private sector involved

T8 
SK010( Open from SITES:M2** )
     
    
Summary -
The initial goal of the innovation was to teach the students of the 1st stage (Grade 1-4) mathematics in order to think logically and creatively, to learn the essentials of mathematics by means of computers in a more interesting way and to practise multiplication and division. Later this innovation has been spread to other subjects as well and to higher grades. The innovation has begun in 1993. The curriculum was enriched with 1 lesson of computer work in each grade. The teachers apply new teaching methods, based on creating a friendly atmosphere in the particular class. 
 
SK011: Let's Sing Together on CDRom  Computer, Art/Music,   Primary,   Media Production  Students' role: Determine own learning schedules and strategies

Connectedness: Students from other schools involved 
SK011( Open from SITES:M2** )
  • Empower Learning with ICT
  • .
  • Motivate Students
    
Summary -
This innovation showed that the music lessons could be taught in the computer laboratory, with the purpose of providing students with an opportunity to explore their talents, and training their ICT skills. Students worked in pairs to record, compose and replay the songs they sang, on computers. Teacher coordinated the learning activities, provided guidance for students, and collaborated with teachers in other schools in planning the curriculum. The yearlong effort resulted in the production of a CD together with other schools involved in the project "Let's sing together".  
 
TH001: Learning Thai Heritage by ICT  Civics,   Lower Secondary,   Project   Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
TH001( Open from SITES:M2** )
  • Empower Learning with ICT
  • .
  • Develop Values
    
Summary -
Internet and CD-ROMs were introduced to the class with traditional teaching strategies, so as to arouse the students’ interest in social study. Students worked in groups on topics of their choices, explored the suggested information sources, analyzed the information obtained, and then made plausible conclusions. They then exhibited what they had learned in portfolios, and presented what they concluded in the form of a program. While teacher prepared for the relevant resources and provided guidelines for students’ learning. In this innovation, ICT served as a tool of research, production and communication for both teachers and students. 
 
TH002: Learning to Compose Poems with ICT  Chinese/ Mother Tongue,   Lower Secondary,   Task-Based Activities  Manifestation of learning outcome: an activities which demonstrate the application and integration of acquired skills and knowledge into new and authentic contexts

ICT used: Tutorial/drill and practice software 
TH002( Open from SITES:M2** )
  • Conceptual Learning
    
Summary -
In this innovation, teacher developed a series of CAI programs to teach students how to compose poems, coached them to learn while working on the program. While students selected the materials of their preferences from the pre-defined websites to do assignments. They learned with their own paces and their self-esteems were developed when their excellent works were posted on the web board for peers. Both teachers and students utilized on-line communication in fruitful ways. Students could present their work and exchange opinions with their teacher via the Internet. 
 
TH003: Drawing Cartoon with ICT  Art/Music,   Lower Secondary,   Media Production  Manifestation of learning outcome: Group discussion

Manifestation of learning outcome: a multimedia integrated product  
TH003( Open from SITES:M2** )
  • Develop Information Skills
  • .
  • Motivate Students
    
Summary -
In this innovation, the information skills of students were trained. The subject teacher developed the CAI programs for students to learn by themselves on the principle of drawing cartoons. The other teachers suggested and taught students how to retrieve information from various sources, and how to create and present their works in various formats. Students worked in groups on different tasks, from studying the history of cartoon drawings of the CAI programs, performing Internet Search and drawing cartoon with software. They presented their drawing to the class in the end, and provided an opportunity for peer evaluation. 
 
TH004: Mathematics and Information Technology  Mathematics,   Lower Secondary,   Virtual School and Online Course   Students' role: Determine own learning schedules and strategies

Manifestation of learning outcome: Portfolio 
TH004( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Empower Learning with ICT
    
Summary -
Students mastered mathematical concepts, by completing the exercises, solving the problems assigned by the teacher, doing the Internet based test, sending homework to the teacher via e-mail. In the classroom, the teacher paired good students with poorly performed students to study the on-line lessons developed by the teacher. The teacher also saw the thinking method of the students as written in their notebooks. Moreover, he discussed with students concerning the problems of learning and suggested the source of knowledge for further enquiries. In this regard, the students became more responsible, helpful with each other and able to search for the information by themselves and acquired more ICT skills  
 
TH005:ICT, Light Bulbs, Lamps and Electric Wires  Biology,   Lower Secondary,   Task-Based Activities  Connectedness: Parents

Teacher's role: Provide feedback to students 
TH005( Open from SITES:M2** )
     
    
Summary -
The innovation teacher develops is providing web-based materials of science content and tests. Using inquiry approach, the teacher facilitates, stimulates and guides the students’ learning. Questions are used to stimulate thinking, analysis and discussion leading to the use of ICT to peruse the content of the web-based materials and to carry out online search. Experimentation, online search, reports, presentation and homepage are scored. By working in groups, they learn to make joint decisions on the activities to be carried out. They also become aware of how one can continue learning. Students can also display their works on the web so that other students, teachers and parents are aware of what is being done and can offer comment. 
 
TW003: Integrating ICT into Teaching through Teacher-Created Software: An Approach Adopted by an Innovative Science Teacher  Physics,   Lower Secondary,   Task-Based Activities  ICT used: Simulations/modeling software

ICT used: Course administration tools 
TW003( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Empower Learning with ICT
    
Summary -
This innovation aimed at helping students understand science concepts via simulation, and training their thinking with ICT. In the classroom, the teacher used his own notebook and two TVs to interpret the scientific phenomena. In the lab, his teaching arrangement was project-oriented. Students in groups had to operate the teacher-developed simulation software to finish the activity sheet. All related materials were prepared and stored in a server. ICT helped the teacher transform the paper materials into digital materials, present important concepts, develop his own software, and arrange the most appropriate teaching environment for his students. ICT was also the tool for storing and grading student's learning products.  
 
TW005:Using Video-On-Demand and Internet in Teaching Biology  Biology,   Lower Secondary,   Project   Teacher's role: Develop teaching Materials

Teacher's role: Assess students 
TW005( Open from SITES:M2** )
     
    
Summary -
This innovation aims to help students increase their understanding of biological concepts through visualization and project-based learning. The innovation took place at a lower secondary school with the collaborative involvement of a biology teacher, a tech coordinator, and a computer teacher. The biology teacher usually introduced the biological concepts with a PowerPoint presentation along with related video clips from the school’s VOD server. Students were then asked by the teacher to do projects using the Internet to collect related information. Students created PowerPoint presentations to share their projects in class. 
 
TW006: From the Traditional Classroom to the ICT-based Geography Lab: The Growth of a Junior High School's Geography Teaching  Geography,   Lower Secondary,   Expository Lessons  Teacher's role: Liaise with parties outside school

ICT used: Simulations/modeling software 
TW006( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Empower Learning with ICT
    
Summary -
All teaching and learning activities of this pedagogy took place in an Internet-connected and multimedia-enriched geography teaching lab, with the goals of acquiring geographical knowledge, cultivating the capability of cooperating with others, plus problem solving skills. The teacher collected related teaching materials from the Internet, and posted them onto her own web site. During the unit teaching, she presented the teaching materials with LCD projector, and controlled the students' display monitors by broadcasting system. Students were asked to finish their group or individual activity sheets during the class time, by searching for online information 
 
UK001: A class of 46 ten and 11-year-olds with All-Day Access to Their Own Desktop PC in School  Chinese/ Mother Tongue, Biology, Art/Music,   Primary,   Task-Based Activities  Teacher's role: Design curriculum and learning activities

Connectedness: Parents 
UK001  
     
    
Summary -
There were 46 pupils aged 10 to 11 in Year 6 (the year group with the innovation) and each one had their own desktop computer, all of which were linked in a local area network (LAN). There were one teacher and two full-time learning support assistants (LSAs) in the class. The computers acted as the children’s school desks, available to them all day every day. The pupils used the computers to support most areas of the curriculum, as ICT was regarded as a tool rather than a subject. The teacher and the pupils frequently exchanged information electronically. 
 
UK005: Writing for a Real Purpose: Communications By Email Between 10 Year Olds and Employees at a Mobile Phone Factory  Chinese/ Mother Tongue,   Primary,   Project   Goal: Provide authentic learning contexts to students

Teacher's role: Liaise with parties outside school 
UK005  
  • Empower Learning with ICT
  • .
  • Motivate Students
  • .
  • Provide Authentic Learning Contexts to Students
  • .
  • Develop Values
    
Summary -
The E-pals project aimed at boosting pupils' social skills, self-esteem, motivation, and improving pupils' ICT plus writing skills. Pupils were allocated times during the school day when they could write and send emails to their mentors in the business sector. Pupils sent emails to their mentors about twice a week in school time and sometimes also from home. They had access to a school laptop, and they could take the laptops home. Two coordinators in the business sector and two teachers were involved in this innovation. Teachers were responsible for liaising with the other organizations, and coordinating the pupils' activities for the project. They also screened all the incoming emails from before passing them on to the children. 
 
UK006:A Two-Year On-Line Course Leading to Accreditation in IT at 16+  Computer,   Upper Secondary,   Virtual School and Online Course   Teacher's role: Liaise with parties outside school

Connectedness: Teacher from other schools involved 
UK006  
     
    
Summary -
UK006 had purchased the on-line course materials that had been prepared by another leading innovative secondary school in accordance with the syllabus set out by the OCR examination board. Year 10 students had been offered the new on-line intermediate GNVQ course as a voluntary course out of school hours. The course was being promoted as being equivalent to four GCSEs and allowed students to work towards a formal qualification over two years by spending three hours a week using the materials (working individually and at their own pace). 
 
UK009: Using Videoconferencing to Improve English Students' Conversational Skills in French  English/Foreign Languages,   Upper Secondary,   Virtual School and Online Course   Connectedness: Overseas students involved

Connectedness: Overseas teachers involved 
UK009  
     
    
Summary -
Students learning French took part in video-conferencing sessions with native French speaking students in France to improve their oral and listening skills. This was implemented as a voluntary lunchtime activity for students in Year 11. Teachers from both countries had to collaborate on the topics to be addressed during each session, and prepared worksheets for each topic. Students worked with their remote peers based on the guiding topics of the worksheets. The programme for these optional sessions consisted of one 20-minute session per week for ten weeks for the volunteers, leading up to the formal GCSE oral examinations. 
 
UK010:An Internet-Based Resource for Stimulating Group Work with a Focus on Cross-Curricular Research, Problem-Solving and Cultural Awareness  Cross Disciplinary,   Primary,   Project   Connectedness: Parents

P13 
UK010  
     
    
Summary -
Forty-four pupils aged 10 to 11 were involved in the innovation, which was designed to utilize materials available via the Internet, enhancing pupils’ ICT skills as well as providing them with a stimulating approach to the curriculum. It was set in the context of a round-the-world balloon trip, presenting pupils with monthly challenges, divided into stages, which had to be achieved to continue their journey. Each stage presented new questions and challenges relating to a particular country on the balloon trip, using a variety of methods of presentation, such as words, sounds, pictures and animations. The innovation supported many curriculum areas and pupils worked in groups of four to seven on the monthly challenges. 
 
US003: Making Learning Meaningful through Project-Based Learning Using Wireless Laptops in a K-5 Math, Science, and Technology Magnet School  Biology, Computer,   Primary,   Project   Goal: Provide authentic learning contexts to students

Goal: Develop values 
US003  
  • Develop Collaborative and Organizational Skills
  • .
  • Empower Learning with ICT
  • .
  • Provide Authentic Learning Contexts to Students
  • .
  • Develop Values
    
Summary -
The innovation was project-based learning using wireless laptop computers. Teachers shared a vision of teaching and learning that learning activities should be engaging, meaningful, multi-faceted, and linked to everyday life. Student-directed projects provided the source of these learning experiences. Teachers regularly provided guidance to students in organizing their ideas using ICT, so that the various project components could be identified and a process outlined. Students worked collaboratively in and outside of class to manage their work, to collect, analyze, and synthesize information, and present their results. The organization of the innovation was somewhat flexible with varying duration of projects. 
 
US020: Online High School: Classrooms Without Walls  Chinese/ Mother Tongue, Biology, Computer,   Upper Secondary,   Virtual School and Online Course   Teacher's role: Liaise with parties outside school

Students' role: Peer tutoring 
US020  
  • Conceptual Learning
  • .
  • Develop Information Skills
  • .
  • Empower Learning with ICT
    
Summary -
The Online High School was a consortium of high schools in different states. Through offering network-based courses taught by consortium teachers for students in consortium schools, each participating school exploited these resources which could facilitate students' study and integration into work and society. Teachers developed the course materials with the expert assistance. Course materials were posted on an Internet server, which students could access at any time. Moreover, the Online High School was equipped with a conferencing system to facilitate the asynchronous communications between teachers and students. While students usually performed the tasks individually and sometimes they collaborated on projects, discussed topics, and debated issues.  
 
ZA001: The HIV/AIDS and Population Project for Grade 7  Geography, Civics,   Primary,   Project   Students' role: Determine own learning schedules and strategies

Goal: Develop values 
ZA001( Open from SITES:M2** )
  • Conceptual Learning
  • .
  • Develop Values
    
Summary -
Four teachers designed a 7-weeklong curriculum that made students engaged in research on HIV/AIDS issues, with the purpose of training students' computer literacy, problem solving, collaborative and presentation skills. Besides being a designer of innovation, teachers supported students' research activities and facilitated group learning. Students worked in small groups on one sub-topic, and discussed their activities and work plan with the guiding document prepared by the teachers. They conducted the research using the Internet as source of information and other software applications as tools to organize findings and to make presentations.  
 
ZA002:Developing Persuasive Language Skills and Marketing the Annual Grade 9 PROM through the Medium of ICT  Chinese/ Mother Tongue, Economics, Art/Music,   Lower Secondary,   Project   Teacher's role: Co-teaching with other teachers

Connectedness: Organizations from private sector involved 
ZA002( Open from SITES:M2** )
     
    
Summary -
The Prom innovation is an English language project that is based on the need to engage learners with issues related to the persuasive use of language and the choice of language style to carry over a message. This is applied in a project based learning and teaching experience. Here learners are faced with the challenge of using communication, marketing skills, project management, budgeting and business principles to achieve their objectives. This process is facilitated by ICT. 
 
ZA005:"Time and Space": A Grade 8 Cross-Curriculum Project through the Medium of ICT  Biology, Earth Science, History,   Upper Secondary,   Project   Teacher's role: Design curriculum and learning activities

Connectedness: Parents 
ZA005( Open from SITES:M2** )
     
    
Summary -
The innovation, the ‘Time and Space’ project, was implemented for over two months in the Media Centre, with a time allocation of two hours each week. The main goal of the cross-curriculum ‘Time and Space’ project is to link History, Science and Geography with each other within the curriculum objectives of OBE, with ICT serving as a key medium for learner activity. The aim was for learners to acquire knowledge in the different knowledge areas, but also critical skills, competencies and attitudinal orientations identified in OBE. The students worked in groups and were expected to research four aspects related to their chosen topic in geography, history, science and an aspect of their own choice. 
 
ZA007:The Use of Laptop Computers in Language Class Activities  Chinese/ Mother Tongue, English/Foreign Languages,   Upper Secondary,   Task-Based Activities  Teacher's role: Design curriculum and learning activities

Teacher's role: Develop teaching Materials 
ZA007( Open from SITES:M2** )
     
    
Summary -
The Afrikaans First Language teacher believes that ICT significantly enhanced learning and prepares learners for future careers and life in a computerized world. He has therefore incorporated laptop computers into his everyday classroom practices in a meaningful way. This teacher adapted his curriculum and teaching practice in such a way that laptops are now a central part of everyday classroom activities. Learning material (content) has been built around particular theme-based activities. His classroom has been equipped with the necessary infrastructure (network and PowerPoint) to support a class where all students have laptops. He issues all his instructions on the Afrikaans language Web page. 
 
ZA008: Theme Day at St. Albans College  Cross Disciplinary, Chinese/ Mother Tongue, English/Foreign Languages, Mathematics, Biology, Geography, History, Economics, Computer, Art/Music,   Lower Secondary, Upper Secondary,   Project   Teacher's role: Support/model enquiry process of students

Manifestation of learning outcome: Authentic product 
ZA008( Open from SITES:M2** )
  • Develop Collaborative and Organizational Skills
  • .
  • Motivate Students
    
Summary -
Theme Day was a cross-curriculum activity. It aimed at encouraging students to construct their own knowledge, to resolve given problems, plus to apply lateral and creative thinking in a collaborative manner. Two teachers and three senior students were the facilitators of this learning activity. Each group of students worked around a single computer equipped with software, email and Internet connections, and was allowed to use the library as a resource. They were instructed to act as entrepreneurs who received a fictitious R10million and had to invest in and manage a wine farm.  
 

Number of case selected: 130 

Note:

SITES:M2** = The Second Information Technology in Education Study: Module 2