Improving Professional Practice

A definition or overview of educational purposes of this application

Exchange type projects first began in the late 1980s early 1990s in America with the development of early email applications and telnet. These were commonly used as a means for teachers and their classes to exchange information or collaborate together on a project – sometimes scientific. Early exchange projects were typically run by a few teachers who had technical expertise and access or were run by purpose built networks (such as the FR network) or non-profit organizations – and were seen as a means for students of different countries to communicate together - often with philanthropic underpinnings. I*EARN was one such non-profit organization that set up a network – and was used by Victorian students in the mid 1990’s. Exchange type projects are common in primary schools such as the Teddy Bear project. See also http://www.education.vic.gov.au/teacher/Global/vicglobal.htm

Classroom examples

• Global School Net
  Not for profit organization, American. Has over 100, 000 registered users in over 100 countries. Began as the Free Educational Mail (FrEd Mail) Network developed by teachers Al Rogers and Yvonne Marie Andres. Also incorporates the Global Schoolhouse Project, that began in 1992. Membership required - free
• I*EARN 
  Not for profit organization. Started in 1988. Its aim is to use collaborative projects to make a difference in the world. Incorporates Margaret Riel’s Learning circles.
• Great Apes Project
  An online collaborative project for children of the world to discuss issues and raise awareness of the plight of the great apes.
• Oz Projects
  Australian site that features Australian online collaborative projects. A sibling site of EdNA and is managed by education.a
• Oz Teacher Net
  Australian. Established in 1995 to support professional development and curriculum design. Managed by Research in Information Technology Education at QUT.
• Epals
  American. Established in 1996. Focuses on classroom to classroom pen pal type exchanges. Involves students from over 100 countries. Registration needed.
• The Global Gateway
  UK. Involves students from around the world. Requires registration.

Hint sheets on how to use the application

• Oz Projects: tips, template etc for planning and running an online project

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Carter, B. (n.d). Global collaborative projects. (An online paper written for Professional Voice, a publication of the Australian Education Union) Retrieved 30 October, 2008 from www.iearn.org.au/articler.htm
  [A short article that comments, from a teacher’s perspective, on the many positives offered by such projects, particularly the benefits of a “project culture” and the commitment this can entice from students]
• Coulter, B., Feldman, A.&Konold, C. (2000). Rethinking online adventures. Learning and Leading with Technology, 28 (1), p42-47
  [Although dated, this short article offers a critical guide to ensure that internet-based activities genuinely add to students’ learning]
• Fabos, B. & Young, M. (1999). Telecommunication in the classroom: Rhetoric versus reality. Review of Educational Research, 69 (3), p217-259
  [A lengthy article which analyses and challenges some of the optimistic claims about such projects. Although dated, this article provides balance and raises some difficult questions]
• Gragert, E. (2000). Expanding international education through the internet: No longer limited to the global studies and language curriculum. Washington, DC: White paper prepared for the Secretary of Education’s Conference on Technology in Education. Retrieved 30 October, 2008 from http://www.ed.gov/rschstat/eval/tech/techconf00/edgragert.pdf
  [Written by the director of I*EARN-USA, this paper lays particular emphasis on the peer interaction that lies at the heart of collaborative projects – offering, overall, a very positive picture]
• Harris, J. (2000). Taboo topic no longer. Why telecollaborative projects sometimes fail. Learning and Leading with Technology, 27 (5), p58-61.
  [Not reviewed]
• Maguth, B. (2008). Connecting students globally: The effects of infusing technology into the global classroom. In K McFerrin et al (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference. Chesapeake, VA: AACE, p4916-4923. Retrieved 30 October, 2008 from http://www/editlib.org/index.cfm?fuseaction=Reader.ViewFullText&paper_id....
  [A shorter article addressing the use of technology to infuse global connectedness, with some attention to the need for teachers to have a critical eye].