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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

Date Topic

July 22 - 27
2002

International Ciber@prendiz Workshop:
Enfoque Educativo Innovador para el Aprendizaje de las Ciencias y las Matemáticas Apoyado por la Internet
   
   

National Workshops or Activities
Costa Rica Ecuador Perú
May 6 - 9, 2003 March 27 - April 1, 2003 March 3 - 6, 2003
Sept. 29 - Oct. 3, 2003 Sept. 15 - 19, 2003 Oct. 13 - 17, 2003
     


 
 
   
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