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Activities
- UNDER CONSTRUCTION
The Ciberaprendiz activities are structured into the following five phases:
- Phase 0: Initial site visits, Launch Meeting, school and teacher selection.
- Phase 1: Development, adaptation, training, and implementation of
two initial Learning modules: one Internet-based real-time data module
and one online global telecollaboration module by the original
cadre of selected teachers.*
- Phase 2: Development, adaptation, training, and implementation of
one new
online global telecollaboration Learning module and turn-key
training and implementation of one Internet-based real-time data
module.*
- Phase 3: Development, adaptation, training, and implementation of
one new
Internet-based real-time data Learning module and turn-key training and implementation of one
online global telecollaboration project.*
- Phase 4: Promotion and expansion
of the project within each of the countries and to other countries.
*NOTE: During each phase, subject area experts from
national scientific institutions were contacted and collaborated in the adaptation,
training, and implementation of each learning module.
Phase 0: February -
April, 2002
Phase 0 corresponds to the preliminary meetings, the official
launch of the Ciberaprendiz project, and the several subsequent activities that
were held, including the school and teacher selection, etc.
- February, 2002: An initial site visit was
conducted to each of the three participating countries by curriculum
developers and trainers from the Center for Innovation in Engineering and
Science Education (CIESE) at Stevens Institute of Technology and
faculty from Miami Dade Community College (MDCC) to meet with project
stakeholders, visit the schools, meet with teacher candidates, and
plan for the Launch Meeting.
- March, 2002: A three-day Launch Meeting
was held in the offices of the Fundación Omar Dengo (FOD) in San José, Costa Rica with representatives from each of the
project stakeholders to formally initiate the project, delineate the
partner responsibilities, review the planned activities, timeline,
objectives, and the curriculum materials of the project and discuss
the management and monitoring processes as well as the technological
requirements for each classroom. Attendees included representatives
from the Inter-American Development Bank (IADB), Stevens Institute of
Technology, MDCC, Schools Online, the Universidad San Pablo, the
Escuela Politécnica de Litoral (ESPOL), and the FOD.
- April, 2002: The national coordinating agencies
finalized the school selection (two per country, one public and one
private) and assisted the school administrators in
selecting the original cadre of 12 middle school science and math teachers (two per
school) based on a list of
proven selection criteria consisting of subject area, basic computer, e-mail, and
web browser skills, and experience/interest in mentoring other
teachers.
Phase I: May - December, 2002
Phase 1 corresponds to the development, adaptation,
training, and implementation of two initial Learning modules: one
Internet-based real-time data module and one online global
telecollaboration module by the original cadre of selected teachers.
- May - June, 2002: CIESE Internet Science
Education Specialists, in partnership with faculty from
MDCC and assisted by educators from the FOD conducted cultural,
contextual, and linguistic adaptations to one Internet-based Real-time
data Learning Module, Terremundo:
Placas en Movimiento [Musical Plates: A Study of
Earthquakes and Plate Tectonics] and one online global
telecollaboration module, Sol
Viviente: el Proyecto Internacional de Sol y Temperatura [The
Sun Times: The Global Sun Temperature Project]
so that they are appropriate for implementation and meet the
curricular standards of Costa Rica, Perú, and Ecuador (select the link
to for a description of each module).
- July, 2002: A week-long intensive
teacher professional development workshop and principal institute was
planned and conducted from July 22 - 27 in San José, Costa Rica for 2
teachers and one principal from each of the six participating schools
to provide an introduction to the use of Internet-based
interdisciplinary classroom projects that integrate technology into
the curriculum in innovative ways. Specifically, sessions were
conducted to familiarize teachers with the above mentioned real-time
data and global telecollaboration learning modules and review basic Internet topics such
as e-mail, netiquette, and searching strategies. Simultaneous principal meetings
were also held during three days of the workshop to acquaint
principals with the overall aims of the program and their
responsibilities to the project.
- August - October, 2002: The
participating teachers returned to their classrooms and implemented Terremundo:
Placas en Movimiento, the Internet-based Real-time data
learning module, in 21 different class sections with a total participation of
594 students from all three countries (see below for a break-down of
students per country). Upon completion of the project, the students
were evaluated through the application of a post-test and the results were compared
with a control groups from each of the countries.
- Costa Rica: 240 students
- Ecuador: 106 students
- Perú: 248 students
- October 27 - November 9, 2002: An MDCC
faculty member conducted a one-week site visit to each Ecuador and
Perú to monitor project progress, provide support, remediation, and
additional training.
- October - December, 2002: The
participating teachers implemented the second Learning
Module, Sol
Viviente: el Proyecto Internacional de Sol y Temperatura in 21 different class
sections with a total participation of 604 students from all three
countries (see below for a break-down of students per country). Upon
completion of the project, the students were evaluated through the
application of a post-test and the results were compared with a control groups
from each of the countries.
- Costa Rica: 232 students
- Ecuador: 131 students
- Perú: 241 students
Phase II:
December, 2002 - August, 2003
Phase 2 corresponds to the development, adaptation,
training, and implementation of one additional online global
telecollaboration learning module and turn-key training and
implementation of one real-time data module by both the original cadre
of teachers and two additional science and/or mathematics teachers in
each school.
- December, 2002
- February, 2003: CIESE Internet Science Education Specialists, in
partnership with faculty from MDCC
and assisted by educators from the FOD
and scientists from the
Instituto Nacional de Biodiversidad
(INBio) in Costa Rica and the Entomology Laboratory from
Universidad
Nacional Mayor de San Marcos in Perú conducted cultural and, contextual, and linguistic
adaptations to an additional online global telecollaboration learning
module, ¡H2O
Viva!: Un Estudio del Medio Ambiente y la Calidad del Agua,
[Take a Dip: an Investigative Study of the Environment and Water
Quality ]
so that they are appropriate for implementation and meet the
curricular standards of Costa Rica, Perú, and Ecuador (select the link
to review a description of the module).
- March 2 - 8, 2003: The CIESE Project
Director conducted an implementation review in each of the three
countries. During this visit, meetings were held with
- March - May, 2003: Three week-long intensive
teacher professional development workshops were planned and conducted
in each of the participating countries
- from July 22 - 27 in San José, Costa Rica for 2
teachers and one principal from each of the six participating schools
to provide an introduction to the use of Internet-based
interdisciplinary classroom projects that integrate technology into
the curriculum in innovative ways. Specifically, sessions were
conducted to familiarize teachers with the above mentioned Real-time
data and Collaborative projects and review basic Internet topics such
as e-mail, netiquette, and searching.
- August - October, 2002: The
participating teachers returned to their classrooms and implemented Terremundo:
Placas en Movimiento, the Internet-based Real-time data
learning module, in 21 different class sections with a total participation of
594 students from all three countries (see below for a break-down of
students per country). Upon completion of the project, the students
were evaluated through the application of a post-test and the results were compared
with a control groups from each of the countries.
- Costa Rica: 240 students
- Ecuador: 106 students
- Perú: 248 students
- October 27 - November 9, 2002: An MDCC
faculty member conducted a one-week site visit to each Ecuador and
Perú to monitor project progress, provide support, remediation, and
additional training.
- October - December, 2002: The
participating teachers implemented the second Learning
Module, Sol
Viviente: el Proyecto Internacional de Sol y Temperatura in 21 different class
sections with a total participation of 604 students from all three
countries (see below for a break-down of students per country). Upon
completion of the project, the students were evaluated through the
application of a post-test and the results were compared with a control groups
from each of the countries.
- Costa Rica: 232 students
- Ecuador: 131 students
- Perú: 241 students
Phase III:
July - November, 2003
Phase 3 corresponds to the development, adaptation,
training, and implementation of one new Real-time data project and one
new Collaborative project by the original cadre of selected teachers.
- July - September, 2003: CIESE Internet Science Education Specialists, in
partnership with faculty from MDCC
and assisted by educators from the FOD
and scientists from the Centro Internacional de
Investigaciones del Fenómeno de el Niño, [International
Center for the Study of the Phenomena of El Niño] headquartered in
Guayaquil, Ecuador, the
Centro de Predicción Numérica del
Tiempo y Clima del Instituto
Geofísica del Perú, [Center for the Numeric Prediction
of Weather and Climate for the Geophysical Institute of Perú], and
the Instituto
Meteorológico Nacional de Costa Rica, [National
Meteorological Institute of Costa Rica], conducted cultural and, contextual, and linguistic
adaptations to an additional Internet-based Real-time data learning
module,
Cielo
Azul: Un Estudio Investigativo sobre el Tiempo y el Clima,
[The Wonderful World of Weather: an Investigative Study of Weather
and Climate]
so that they are appropriate for implementation and meet the
curricular standards of Costa Rica, Perú, and Ecuador (select the link
to review a description of the module).
- October - December, 2002: The
participating teachers implemented the second Learning
Module,
Cielo
Azul: Un Estudio Investigativo sobre el Tiempo y el Clima in 21 different class
sections with a total participation of 604 students from all three
countries (see below for a break-down of students per country). Upon
completion of the project, the students were evaluated through the
application of a post-test and the results were compared with a control groups
from each of the countries.
- Costa Rica: 232 students
- Ecuador: 131 students
- Perú: 241 students
-
Phase IV: November 2003 - present
Workshops with all Participants
National Workshops or
Activities
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