Willkommen bei Innovative Teachers!

Mehr als 500 Pädagogen und Schulleiter aus 70 Ländern präsentierten vom 26.-29. Oktober beim 6. Worldwide Innovative Education Forum (WW IEF) innovative und kreative Unterrichtsprojekte unter Einbezug von digitalen Medien. Ihre Konzepte wurden jeweils in ihrem Herkunftsland von der internationalen Bildungsinitiative „Partners in Learning“ von Microsoft ausgezeichnet.

Interviews und Erfahrungsberichte unserer deutschen Teilnehmern finden Sie auch auf Facebook: facebook.com/MicrosoftBildung

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Die Preisverleihung
Die Preisverleihung war der krönende Abschluss einer Woche mit interessanten Seminaren, Besuchen von in Kapstadt ansässigen Schulen und der Ankündigung des Beginns einer von Studenten unterstützten Umweltinitiative namens "Shout", welche von Microsoft, der Smithsonian Institution und TakingIT Global gebildet wurde.

Teilnehmende Lehrerinnen und Lehrer wurden von einer internationalen Jury aus Bildungsexperten nach unterschiedlichen Kriterien beurteilt. Mithilfe von virtuellen Klassenzimmertouren und Interviews vor Ort demonstrierten die Teilnehmenden der Jury wie sie ihre Schülerinnen und Schüler durch den Einsatz von digitalen Medien im Lernen unterstützen und dadurch zugleich Fähigketen wie die Zusammenarbeit im Team, kritisches Denken und soziale Verantwortung fördern.

Die Best Practice Gewinner in den vier wichtigsten Bewertungskategorien waren Samuel Avornyo aus Ghana (Innovation in Community), Martin Ryum und Mette Hauch aus Dänemark (Innovation in Collaboration), Pat Yongpradit aus der USA (Innovation in Content) und Tareq Mahjoub, Tarek Mahmoud, Shahzlan Al Saffar, Omar Ashour, Futooh Khareetah und Majdi Daoud aus den arabischen Emirate (Educators Choice).

Im Folgenden finden Sie die drei Finalisten jeder Kategorie mit eineer kurzen Projektbeschreibung aufgelistet. Die dazugehörigen Projektpräsentationen liegen in der Materialliste.

Category: Innovation in Community

• Best Practice: Samuel Avornyo (Ghana), “Rural Food Processing Industries”: Students were exposed to some of the food processing techniques used by local industries and then identified and shared ways these industries could maximize profit through quality packaging, developing marketing strategies for their products and keeping proper records using information and communication technology (ICT).
• First Runner-Up: Barry Corrigan (Northern Ireland): “Making Homework Count — Engaging Parents”: Designed to break the cycle of child and parent frustration over homework when assistance is not available, pupils were provided with additional tools to support their learning. Students could e-mail with teachers, access materials through an online source and contribute to discussion forums — all enabling learners to exchange ideas as well as develop the art of debate.
• Second Runner-Up: Simone Timms (Australia): “It Takes a Community to Raise a Child”: This project created opportunities for busy families to engage in their children’s education through the sharing of knowledge. The teacher looked beyond obvious materials and resources to create a multitude of opportunities for students to develop assessment strategies in keeping with their learning styles.

Category: Innovation in Collaboration

• Best Practice: Martin Ryum and Mette Hauch (Denmark), “Teachers Leave Them Kids Alone”: Expert groups of students engaged in peer-to-peer teaching and learning through producing, editing and analyzing a five-minute film in only one week. The film recognizes that some children are IT experts and can educate their peers and teachers.
• First Runner-Up: Jan Webb (U.K.), “Working in a Classroom Without Walls”: Students engaged with peers in Singapore on a healthy living project and had a virtual field trip with peers in Brunei to learn about the rainforest. The project presented an opportunity to work with a class from another country, share results from science experiments, present information and understand diversity in the world.
• Second Runner-Up (tie): Ian Fogarty (Canada), “Xenotransplant Debate”: Students learned complex thought through a semi-fictitious, bioethical issue debate. After researching a variety of stakeholder perspectives, deciding on a position and creating a political party with an associated media campaign, students engaged in a town hall debate and bill proposal.
• Second Runner-up (tie): Anna Karlsson (Sweden), “ICT Enriched Learning”: Students worked to design, construct and program a robot using technology and mathematics in a laboratory environment and were encouraged to bring an entrepreneurial and creative approach and attitude to their work.

Category: Innovation in Content

• Best Practice: Pat Yongpradit (U.S.), “Game Programming with the Zune to Promote High School Women in Technology”: This project encouraged female students to engage in game programming. Using XNA Game Studio as software and the Zune as hardware provided students a comprehensive experience in game design and deployment that mirrors industry experiences.
• First Runner-Up: Adriana Silva de Oliveira (Brazil), “School on the Cloud”: Aimed at breaking down barriers between teachers and students, this programme made use of the internet in order to facilitate learning and make it more enjoyable for students of the “digital age.” Learning materials were made available online via the school blog so that students as well as parents could assess them after school hours and track learning tasks and projects through the year.
• Second Runner-Up: Peter de Lisle (South Africa), “Biodiversity”: This project involved using thinking and research tools to find out about biomes and involved the creation of a collaborative spreadsheet tool to evaluate the best biome to live in. Learners then used creativity tools to create a biome as a context for a computer game and to design a suitably adapted creature to live in it. Finally, they narrated an adventure in their biome.

Category: Educators Choice

• Best Practice: Tareq Mahjoub, Tareq Mahmoud, Shahzlan Al Saffar, Omar Ashour, Futooh Khareetah and Majdi Daoud (Arabic region), “Accepting Each other”: Created by a group of teachers, the project aims to answer the question: “We are all human beings. How can we accept each other despite our differences?” The project includes dramas, creating brochures and a press article, producing a documentary and a music concert, establishing a blog, and creating presentations. Through this, students gain understanding of “tolerance, communication, dialogue, peaceful coexistence and acceptance of others.”
• First Runner-Up: Preesheila Bheem singh Ujoodha (Mauritius), “Wellness and Fitness for Life”: Students conducted research on causes and cures of the epidemic proportion of noncommunicable diseases (NCD) such as diabetes and hypertension. They shared this information with peers in the community and through tools such as Glogster, auto collages, posters, video clips, brochures and blogs that they created.
• Second Runner-Up: Ricardo Espino González (Mexico), “Electronic Logbook”: Educator best practices and teaching methods are captured digitally and made available to others as a means of collaboration and to ensure that the years of experience of retired teachers are not lost to the academic world in the future.

Deutsche Projekte
Auch wenn unsere drei deutschen Kolleginnen und Kollegen jeweils ein großartiges Projket in Kapstadt präsentierten, zählten Sie nicht zu den Gewinnerinnen und Gewinnern. Im Folgenden erfahren Sie mehr über Ihre Projekte:

• Ilona Bernsdorf (Herman-Nohl-Schule, Berlin) "Star Catcher": Besides learning how to use the complex software WorldWide Telescope effectively, pupils learn about the twelve well-known star signs of the zodiac.
• Gabi Dippel (Gesamtschule Gersheim, Saarland)"Netzwerkklasse – a new way to learn – teaching and learning in an international network": By being learners and teachers at the same time, the students learn to use new media for communication and cooperation. In network classes students as well as teachers can develop and test learning ressources on an international level and make them available for others. With these ressources students and teachers will be able to achieve great success and by methods of cross-linked learning and teaching acquire new competences
• Markus Ströbel (RWTH Universität Aachen) "Robots in a Labyrinth": The presented project is just one of many modules of the InfoSphere Education Lab. The students learn how to approach, prepare and implement algorithms. This is done by using LEGO Mindstorms robots and Pledge’s algorithm, an algorithm to find the way out of a labyrinth.