ICT

La Rete recepisce i bisogni delle scuole e degli organismi pubblici e privati che si occupano di educazione e che intendono accedere a percorsi di internazionalizzazione.

Il target audience è riferito a una fascia di età che coinvolge gli alunni delle scuole dell'infanzia, sino a studenti, docenti , educatori e persone senza limiti di età.

Gli obiettivi della Rete sono:

- informare sulle possibilità che l'Europa offre per accedere a finanziamenti Europei per lo scambio di buone prassi e per la ricerca e l'innovazione nell'area dell'educazione formale e non formale 

- formare docenti, discenti , adulti sulle aree di accesso ai Programmi Europei ( Erasmus Plus, Europa per i cittadini)

- creare momenti di condivisione per la disseminazione di buone prassi

- fornire assistenza e supporto alle scuole e agli Enti per l'accesso ai percorsi progettuali

- promuovere e divulgare le competenze chiave e di cittadinanza attiva , all'interno di percorsi che sostengano i valori dell'Europa Unita

Le attività che la Rete attua, sono su due livelli:

- uno in presenza, attraverso l'organizzazione di seminari divulgativi e formativi alla presenza di esperti, focus group, tavole rotonde

- uno on line, attraverso il blog, strumento digitale , contenitore di documenti e di informazioni e attraverso tools diversificati ( piattaforma Edmodo, Symbaloo, Dropbox, Google Drive, Padlet)

La Rete trae forza ed è strumento di propagazione di valori e di cultura, grazie alla cooperazione di altri attori , con i quali interagisce e si coordina, e al Patrocinio di Enti Locali, quali le Amministrazioni Comunali coinvolte, la Regione Lombardia, l'Ufficio Scolastico Regionale e le sue diramazioni provinciali, gli Uffici di Europe Direct, l'Agenzia Nazionale Erasmus Plus di Firenze e l'Inapp di Roma.

La Rete si rivolge ad un pubblico vastissimo: ai giovani, agli adulti, agli studenti delle scuole, ai docenti delle scuole , agli educatori della formazione degli adulti, agli operatori dei percorsi professionali, alle associazioni e agli Enti Locali.

Last year, Peru and other countries around the Pacific Ocean have been affected by the phenomenon known as El Nino, a rise in sea temperatures that increases evaporation and brings about heavy rains. In 1998 floods in Peru were also linked to El Nino, which was particularly strong that year.

Telehealth in Peru is becoming a reality, as in other countries in the region and the world, favoring access to health services at all levels of care, providing technological benefits, allowing a coordinated and immediate response of care, establishing a quick and accurate diagnosis in case of an emergency.

That is why, from MINSA (Ministry of Health of Peru), under the direction of the General Directorate of Telehealth has begun with telecapacitations at the national level. Focusing efforts on training health personnel in the regions affected by the Coastal Child.

In order to confront health emergencies due to the rains and floods in our country, the Health, Referral and Emergency Department of the Ministry of Health has been conducting telecapacitations nationwide.

The use of educational technology to make a difference provides integrity correctly in the hospitals using the corresponding application in different areas. Specialists are working to train health personnel in areas affected by disasters.

Tele-trainings for health personnel at the national level will continue and priority specialties are: infectious diseases, mental health, chronic diseases, telehealth and electronic clinical records. 

Primary care is the doorway into the Peruvian public health system. On that level of care, personal health have a main role. As such, they can benefit from telehealth initiatives that bring them closer to specialists of other levels of care. We created with Ministery of Health in all in Peru a novel system (telecapacitations) using information and communication technology (ICT) to respond to a sudden shortage, and tested the system to determine whether it would compensate for a shortage after “Niño Costero”.

After introducing the system to train health personnel, the probability of learning in emergencies when there are no specialists increased. Therefore, the system of telecapacitations is helping considerably and also to create the telehealth units in their hospitals, health centers, medical posts among others.

Il progetto intende creare una “palestra didattica” che, operando come un hub della conoscenza, sviluppi competenze digitali che rendano lo studente pro-sumer, ovvero attore protagonista e consapevole del proprio processo di apprendimento, in grado di orientarsi in un sistema immersivo e contaminato dal digitale e di utilizzare al meglio le risorse di natura informativa e tecnologica, per diventare un “cittadino digitale intelligente” di una Smart Community.

Co-m@king LAB è, dunque, un laboratorio di progettazione creativa e realizzazione prototipale, basato sull’uso di pratiche e tecnologie innovative afferenti agli ambiti del making e dell’IoT (Internet of Things), costruendo oggetti e applicativi in grado di reperire e/o rilevare dati dalla realtà circostante, per poi analizzarli, organizzarli, utilizzarli e diffonderli, rigenerando conoscenza anche mediante la pubblicazione in rete (con relative licenze d’uso open access).

Le attività previste sono caratterizzate da:

• elementi di cittadinanza digitale consapevole;
• verticalità dei percorsi, con approfondimenti e applicazioni dei saperi a contesti diversi ed autentici consolidando obiettivi interdisciplinari;
• coworking e peer learning;
• sviluppo delle life skills e dell’ecosistema individuale, con le tecnologie a supporto della formazione culturale (di cittadinanza);
• competenze trasversali;
• inclusione delle fasce deboli o a rischio marginalità e/o dispersione;
• motivazione e coinvolgimento;
• autoimprenditorialità.

Students teaching students how to make simple robots using trash.

Uganda developed its initial ICT national policy in 2003 in which the framework document recognized that the country needed to embrace the goal of lifelong education for all. The policy also addresses literacy improvement and human resource capacity-building with strategies that include integrating ICT into mainstream educational curricula as well as other literacy programmes to provide for equitable access for all students regardless of level. Efforts have been made to introduce ICT both in primary and secondary schools of Uganda so as to equip learners with the necessary skills and tools that would prepare them for the job market.

Although the country’s national ICT policy lays emphasis on providing infrastructure to schools, this has not yet been realized mainly in rural schools as the adoption level is still low.

There have been hindrances ranging from low income to support the programme, limited power supply to rural schools, shortage of ICT teachers and many others. Irrespective of these challenges, the government has moved on to make ICT education as one of the compulsory subsidiary subjects at secondary levels of education. It is a very big challenge to many rural students and schools as they can’t afford to own computers as their counterparts in urban schools which has created a digital divide among the rural and urban students.

It is behind this background that the Nakaseke Rural Youth Sustainable Livelihoods Initiative was established. The project is conducting an ICT training programme to rural schools and communities to help them acquire skills as a means for literacy improvement and human resource capacity-building in rural areas.

The Nakaseke Rural Youth Sustainable Livelihoods Initiative, a rural youth project that also runs other community development programmes on agriculture and health, started with 3 laptop computers that we used to carry out training. As of now, the project has grown and boasts of 15 mobile computers that can at least accommodate the average class population of 60 students at a ratio of about 4:1. Our project has a committed, competent and experienced training team of trainers with a very rich expertise in conducting and managing ICT training classes. Each day of the week, the team moves to the different schools and communities as per the training schedules. The training involves both theory and practical tailor made lessons.

VEDI FORM ALLEGATO

La comunicazione è fatta di segni diversi che sanno trovare non un'unica strada, ma tanti possibili punti di vista.

We want to develop understanding among students and educational staff of the diversity of European cultures and languages and its value. All this goals will be accomplished building a website to document some cycling routes. This website will be useful to anyone interested in cycling and in the future it would be possible for other schools to join the web community and update the site with new cycling routes documentation. We would like to cooperate with people from other countries on the theme of sustainable development, that for its importance and complexity can’t be limited and faced at national level. Through the participation in the European cooperation we hope to promote cycling among young people, and, through the dissemination of the documentation produced, to raise the interest of
local communities on the importance of planning and designing cycle paths.
We want to involve students, teachers and scholastic communities in the development of products that are not limited to educational fields, but that cross the boundaries of scholastic and national areas to be available to everyone in the European Union. We think that working together on common and real problems is the best way to know and meet different cultures and scholastic systems.
Students will have a central role in all activities. They will have to plan the cycling route, gathering information on flora, fauna, climate, historical and artistic points of interest in the region, try it and describe it with special attention to critical passages, and get all the photographic documentation.
They will be responsible for the translation of all provided documentation into English and for the updating of the website.
They will evaluate documentation provided by students of partner schools by trying the described routes, during the scheduled exchanges. They present and discuss their results in international groups during the meetings and online conferences.

The immediate need for starting the international cooperation and writing the project was one of the objectives of the Comenius Programme, such as development of young people of our schools in different areas of education, the desire to understand other cultures and establish new friendships based on common interests. The project should discover in young people the need to absorb knowledge from different domains. It means that technicians should create a community not limited to technical-oriented subjects but have good general knowledge on European countries, their traditions, history, politics.
We are convinced that thanks to technology it is possible to make students of different ages, education and backgrounds work together. It means that thanks to the project students will broaden their educational horizons, focus not only on technology and science (robotics, physics, mathematics, mechanics, programming, multimedia production, website creation, etc.) but also acquire additional knowledge which are the humanities (foreign languages, history, culture, arts, civics, geography and even theology and sociology). It also means they will have a chance to become broadly educated and to create a society of technical intelligence.
All those goals will be accomplished through common action, e.g. building a website, preparing documentation and works (on robotics, European culture, traditions, etc. ), communication between partners, mobilities, visiting interesting places. Teachers of different subjects (technical and general) are engaged. Students of technical schools teach their colleagues the principles of robotics. There are six partners involved in the project (Poland, Italy, Portugal, Estonia, Lithuania, Spain), the language of communication is English.
The project assumes evaluation on students and teachers level and also dissemination of the results.

The immediate need for starting the international cooperation and writing the project is one of the objectives of the Erasmus+ Programme, such as development of young people of our schools in different areas of education, the desire to understand other cultures and establish new friendships based on common interests, the necessity of promoting the take-up of practical entrepreneurial experiences in young people.
Also the willing to increase our effort in the Robotics engagement, as our schools have been working in this field for years in different direction. Now the students and teachers desire is to take part to the Worldwide RoboCup junior 2016. As in our schools there are not all the necessary resources to develop a complete robot, for example the Italian partner school has not a Mechanics department, we decided to look for partners abroad, aiming at a double challenge: the Robotics competition and, on the other side, the challenge to work with people far away from us, like in the modern globalized labour market. So we decided to achieve that giving us the structure of a modern international enterprise, studying the laws that regulate them, and following the normal procedure followed to manage an international project.
The partners bring their different skills (Mechanics and Electronics Poland, Informatics and Artificial Intelligence Italy) in an international cooperation with the clear goal to develop a robot to take part in the RoboCup Junior 2016 in two years.
To obtain this result students will be involved in all the steps necessary to set up and manage a company in their country and a joint venture with two EU co-venturers.
Teachers of different subjects are engaged. Students with different skills and age work together. There are two partners involved in the project, Italy and Poland Italy, the language of communication is English.