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Afterschool for the Global Age
Afterschool for the Global Age Asia Society The George Lucas Educational Foundation Afterschool and Community Learning Network The Children’s Aid Society Center for Afterschool and Community Education at Foundations, Inc. Asia Society Asia Society is an international nonprofi t organization dedicated to strengthening relationships and deepening understanding among the peoples of Asia and the United States. The Society seeks to enhance dialogue, encourage creative expression, and generate new ideas across the fi elds of policy, business, education, arts, and culture. Through its Asia and International Studies in the Schools initiative, Asia Society’s education division is promoting teaching and learning about world regions, cultures, and languages by raising awareness and advancing policy, developing practical models of international education in the schools, and strengthening relationships between U.S. and Asian education leaders. Headquartered in New York City, the organization has offi ces in Hong Kong, Houston, Los Angeles, Manila, Melbourne, Mumbai, San Francisco, Shanghai, and Washington, D.C. Copyright © 2007 by the Asia Society. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. For more on international education and ordering -
Crossing Borders
Programme research 42 23/2010/E Shalom M. Fisch, Hsueh Yeh, Zhou Zongkui, Chi Jin, Maissa Hamed, Zeinab Khadr, Gabriela Martínez Noriega, Adriana Hinojosa Céspedes, Allison Druin, Mona Leigh Guha Crossing borders Learning from educational media in 4 countries This international study on Sesame Workshop’s multi-media project Panwapa was conducted with 4- to 7-year-olds in the US, China, Mex- ico and Egypt. Panwapa’s educa- tional aim is to promote global citi- zenship. The main questions were: What can children learn from these TV, print and online materials? Are there differences in the learning outcomes across countries? any research studies have Used by permission Workshop. © Sesame proven that educational Ill. 1: Screenshot of the English-language Panwapa website Mtelevision can help chil- ing similarities and differences, and serve children in poverty (especially dren learn subjects such as language, understanding and being responsive outside the U.S.), the children in the literacy, mathematics, science, and to economic disparity (Cole, 2008). It study were largely middle class and social studies (e.g. Fisch, 2004). Yet, addresses these goals through videos above. (Of course, “middle class” re- the changing landscape of television (that portray either Muppet stories fers to very different economic levels gives rise to new questions that have or the lives of real children in vari- in different countries, because such not been researched before. For ex- ous countries), online games and ac- judgments are relative to the over- ample, television has become increas- tivities (e.g. Panwapa World, a virtual all economic level of each country.) ingly global, but most research has community in which users can create For this reason, the demographics of been conducted in only one country, pages to describe themselves and visit our sample were not nationally rep- rather than comparing learning from a pages created by other kids around resentative, but they were sufficient given program across countries. -
· · · · · Raising Global Citizens
Sesame Family Newsletter - October 10, 2007 11/12/07 6:13 AM Sesame Workshop Click here to unsubscribe 10, 2007 Raising Global Featuring: Games and More: Citizens · Around and Around Playing in Panwapa and Around It Goes World by Jordan Brown JOIN PANWAPA to · "But, DAD, I Was play these games. A father and son Globally Responsible explore the world… without leaving home. Yesterday!" · Hide-and-Seek with · Finn Becomes a Koko Panwapa Kid · Panwapa Movie Play · Creating a Along "Welcome Kit" for · Panwapa Videos Our Community · Weekly Trivia · When Kids Inspire Their Parents > Read this issue Sesame Street Podcast- Get Sesame Street Now on iTunes! ringtones and wallpapers for your cellphone at Sesame Street Mobile! Presenting Panwapa! Sesame Workshop is proud to present PANWAPA --a new multimedia experience for children ages 4-7. Its ambitious mission is to inspire children to be “global citizens.” Child psychologists and educators believe that learning “social responsibility” and becoming engaged in the world around them are keys to healthy development. By exploring the web-based world of Panwapa, curious children and their families experience many of the world’s languages and cultures through engaging games, an immersive global environment, streaming videos, and printable activities. Best of all, PANWAPA is safe and FREE! Panwapa means “here on this earth” in the Tshiluba language, spoken in the Democratic Republic of the Congo in central Africa. Panwapa is also the name of an imaginary floating island that is the home of Azibo, Koko, and other new Muppet characters. Produced in partnership with the Merrill Lynch Foundation, Panwapa is a fun, innovative place where children from around the world can discover and grow together. -
D E S I G N I N G D I G I T a L E X P E R I E N C E S F O R P O S I T I V E Y
Designing Digital Experiences for Positive Youth Development From Playpen to Playground Marina Umaschi Bers OXFORD UNIVERSITY PRESS PART I The Digital Landscapes for Youth OVERVIEW This first part of the book looks at the question of what children and adolescents are currently doing with new technologies and how this is having an impact on their development. It is made up of three chapters that take on a developmental span of children's relationship with technol ogy: early childhood, the elementary years, and high school. Leveraging the concept of landscape, or a space purposefully designed with a goal, each chapter has a central metaphor to illuminate the role of new tech nologies for promoting the core developmental milestones of each age group. The goal of these metaphors is to help the reader understand the digital world as a developmental space. The hope is to show possible ways for adults to become design partners in its creation. Each chapter is interspersed with vignettes describing children's personal experiences with technology. Some come from my own research projects over the last 16 years. Others come from observing young people's interactions with popular technologies. A summary at the end highlights key ideas visited in this first part of the book. CHAPTER 1 Digital- Playgrounds vs. Virtual Playpens in Early Childhood Think about a two year old. She is ready to explore the world. She is fear less. She is curious. Everything she finds, she touches, she opens, she closes, she, sorts, she hides, she moves, she pushes. She plays. Everyone she encounters, she tries to communicate, she pretends, she asks, she tells, she shows, she gestures. -
Sesame Street Version 2.0 by Cataquack Warrior
Sesame Street Version 2.0 By Cataquack Warrior Sunny days, sweeping the clouds away… You’re on your way to a certain street, and you can bet that there will be lots of interesting things to do and learn once you arrive. Time Since you’re going to start on the same street regardless, we’ll instead ask what year you’re starting. Roll a 1d6 to determine the decade of your stay. 1. 1969 2. 1979 3. 1989 4. 1999 5. 2009 6. Free Choice- Pick any year that Sesame Street has been active. Species There are all sorts of people here on Sesame Street, so pick whichever one you want. Roll a 1d30+5 to determine your starting age or pay 50 CP to choose. Pay 50 CP to select your gender, or else keep the gender from your last jump. Drop-In- You come as you were from the previous jump. Native Human- You may not be as unusual as some of the other creatures on Sesame Street, but you are still a key part of the community. Grouch- Noted for your flattened head and lack of a nose, you are notable for your grouchy behavior and love for disgusting things. Even so, you can still find a place to be happy – I mean miserable – on Sesame Street. Monster- Monsters come in all sorts of shapes and sizes, but they are by the large furry and not that scary once you get to know them. Vampire- A vampire of the Von Count line, to be more precise. -
Empowering Global Citizens Empowering Global Citizens a World Course
Empowering Global Citizens Empowering Global Citizens A World Course F M. R, V C, C K. C, J H, E. B. O’D Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and the director of the Global Education Innovation Initiative and of the International Education Policy Program at Harvard University. Professor Reimers is an expert in the field of global education policy and in- novation. His research and teaching examine how education policy, leader- ship, instruction and innovation empower children and youth to develop the skills they need to thrive in the twenty-first century. He directs the Global Education Innovation Initiative, he and his colleagues recently finished a comparative study of the goals of education as reflected in the curricula in Chile, China, India, Mexico, Singapore, and the United States. These findings are presented in the book Teaching and Learning for the Twenty- first Century: Educational Goals, Policies, and Curricula from Six Nations published by the Harvard Education Press. This book is also available in Chinese, Portuguese and Spanish language editions. Another recent book, Fifteen Letters on Education in Singapore examines the lessons that can be learned from Singapore’s efforts to build a robust teaching profession, and is available in paperback and as an e-Book. He has authored, edited, or coed- ited fourteen books and ninety research articles and chapters on education. He teaches graduate courses on education policy and educational innova- tion at the Harvard Graduate School of Education. These courses are also offered online via the Harvard Extension School. -
The Loudest Roar
’06 SESAME WORKSHOP 2006 ANNUAL REPORT SESAME WORKSHOP 2006 ANNUAL REPORT THE LOUDEST ROAR [ The potential for Sesame Street in India to make a positive change is enormous: 128 million children between the ages of 2 and 6 live in India and two-thirds lack access to early childhood care and education. ] DEPLOYING ELMO: UPSIDE DOWN: HELP FOR FAMILIES ABSTRACT THINKING DURING MILITARY GOES TO THE GYM DEPLOYMENT NEW ACTIVITIES IN WORD ON THE STREET: THE MIDDLE EAST NEW DIRECTIONS IN LITERACY LEARNING Galli Galli Sim Sim Mobile Community Viewing event, Dakshinpuri, Delhi President’s Letter Chamki INDIA Whether the “loudest roar” emanates from Boombah, the friendly lion of our newest Sesame Street coproduction in India, or one of the many other characters in Sesame Workshop’s global family, the message is the same: Educate a child; change the world. Sesame Workshop 2006 Annual Report 03 President’s Letter Educate a child, change the world — We’re talking ment reaches far beyond its own television audiences, about social change through Muppets, through songs and Miditech Pvt. Ltd., a gifted local production and stories children love and parents trust. We’re company,to launch Galli Galli Sim Sim on television joined around the world in this effort by unlikely (public, cable, and satellite) and through educational coalitions of government ministers, corporate leaders, outreach. This simultaneous launch was a first for us and social activists. Why? Because we all hope for a internationally and a strong testament to a shared better future, and that future begins with children. vision of reaching children in need. -
Panwapa: Global Kids, Global Connections Ilene R
Social Studies and the Young Learner 21 (4), pp. 28–31 ©2009 National Council for the Social Studies Panwapa: Global Kids, Global Connections Ilene R. Berson and Michael J. Berson Children have access to many online social environments an example of an initiative on the Internet designed to enhance that allow them to transcend time and space. In an increasingly students’ learning by exposing them to global communities interconnected world, children are exposed to diverse people (SIDEBAR, page 30). Panwapa means “Here on Earth” in and cultures at an early age. Today, young children need new Tshiluba, a Bantu language spoken in the Democratic Republic skills and perspectives to constructively participate in these of Congo. At the Panwapa website, www.panwapa.org, children, global settings. Primary grade teachers have a wonderful oppor- aged four to seven are empowered to act as responsible citizens tunity to prepare a new generation for democratic participation within a global digital playground. Diverse media within the in civic processes that take place online. “21st century children website reinforce skills and knowledge development. These live in the global village from the moment they are born. The building blocks provide a foundation to inspire young children sooner they learn to think of this as a wonderful, fun adventure, to engage in positive change in their communities while partici- the better global citizens they will grow into.”1 pating in cross-national and intercultural exchanges. Within a Young children are part of complex social networks that safe virtual world this website can compliment and enhance include parents, siblings, extended family members, neigh- curriculum and engage primary students as they learn about bors, playgroups, peers, nonrelated caregivers, and teachers. -
Sesame Street Version 2.0 by Cataquack Warrior
Sesame Street Version 2.0 By Cataquack Warrior Sunny days, sweeping the clouds away… You’re on your way to a certain street, and you can bet that there will be lots of interesting things to do and learn once you arrive. Time Since you’re going to start on the same street regardless, we’ll instead ask what year you’re starting. Roll a 1d6 to determine the decade of your stay. 1. 1969 2. 1979 3. 1989 4. 1999 5. 2009 6. Free Choice- Pick any year that Sesame Street has been active. Species There are all sorts of people here on Sesame Street, so pick whichever one you want. Roll a 1d30+5 to determine your starting age or pay 50 CP to choose. Pay 50 CP to select your gender, or else keep the gender from your last jump. Drop-In- You come as you were from the previous jump. Native Human- You may not be as unusual as some of the other creatures on Sesame Street, but you are still a key part of the community. Grouch- Noted for your flattened head and lack of a nose, you are notable for your grouchy behavior and love for disgusting things. Even so, you can still find a place to be happy – I mean miserable – on Sesame Street. Monster- Monsters come in all sorts of shapes and sizes, but they are by the large furry and not that scary once you get to know them. Vampire- A vampire of the Von Count line, to be more precise. -
Swchildstories Spread
ANNUAL REPORT 2007 WORKSHOP SESAME SESAME WORKSHOP 2007 ANNUAL REPORT ORG . SESAMEWORKSHOP . WWW 10023 – 212.595.3456 – YORK NEW , YORK NEW – PLAZA LINCOLN ONE What began as an American phenomenon in the late ’60s is still going strong in the U.S., as well as in Egypt, India, South Africa, Kosovo and more than 120 other countries around the world. The Sesame Workshop story is a CHILDREN’ S STORY, played out millions of times a day the world over. A MESSAGE FROM THE PRESIDENT A MESSAGE FROM THE PRESIDENT Dear Friend, stories with us. Families like Ntlabi’s and Tamryn’s in the Limpopo and Free State provinces of South At the Workshop, we tell stories to help children Africa, where the Sesame Street coproduction, Takalani learn – learn about faraway places, about how to Sesame, is reducing the fear and stigma associated treat one another with empathy and respect, about with HIV/AIDS. Families like the Lopezes:Army Staff how to stay healthy and strong, and of course, about Sergeant Ernesto Lopez is in Iraq on his third tour letters and numbers. of duty and our Sesame Street outreach initiative is This book is a new collection of stories – not the ones helping his and other families cope with the challenges we tell, but the ones children tell us. of military deployment. We spoke with Aman who lives in a slum on the outskirts of Delhi, who finds joy This collection is about the ways in which our work and learning in the Indian version of Sesame Street, affects the life chances, experiences and opportunities – Galli Galli Sim Sim. -
Ÿþm Icrosoft W
Panwapa Themed Units What is Panwapa? Panwapa, created by the educational experts behind Sesame Street, and in partnership with the Merrill Lynch Foundation, is a non-commercial, multimedia, global initiative designed to inspire and empower a new generation of children to become responsible global citizens. The Panwapa Themed Units are intended to enhance children’s learning experiences by reinforcing the educational objectives built into the online, print and video materials available at www.panwapa.com. Most importantly, the units provide structured, concrete and accessible avenues for children and adults to participate in the most crucial aspect of the Panwapa mission (and the ultimate goal of global citizenship): creating local and global change. What are these activities? The Panwapa Themed Units is a set of four units, each of which focuses on a different aspect of global citizenship. Each Themed Unit contains approximately 10 lesson plans that can be completed in a four week time period, depending on the frequency with which the lessons are presented. Each Themed Unit also comes with an assessment tool that should be administered prior to the first lesson and again after the completion of the unit. Informal assessments are listed throughout the lesson plans in order to give teachers an opportunity to verify mastery and check for understanding. The themes units are designed for use in a formal kindergarten, first- or second-year class. While they are intended to support National Social Studies Standards, the general curricular areas draw broadly from social studies, mathematics, language arts, science, and health. While these lessons are most effective when they integrate numerous components of the online Panwapa world, they are designed to be adaptable to settings with a wide range of Internet connectivity and access to technology. -
Pockets of Potential
pockets of potential Using Mobile Technologies to Promote Children’s Learning Carly Shuler, Ed.M. January 2009 The Joan Ganz Cooney Center at Sesame Workshop © The Joan Ganz Cooney Center 2009. All rights reserved. The mission of the Joan Ganz Cooney Center at Sesame Workshop is to harness digital media technologies to advance children’s learning. The Center supports action research, encourages partnerships to connect child development experts and educators with interactive media and technology leaders, and mobilizes public and private investment in promising and proven new media technologies for children. For more information, visit www.joanganzcooneycenter.org. The Joan Ganz Cooney Center has a deep commitment toward dissemination of useful and timely research. Working closely with our Cooney Fellows, national advisors, media scholars, and practitioners, the Center publishes industry, policy, and research briefs examining key issues in the fi eld of digital media and learning. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the Joan Ganz Cooney Center at Sesame Workshop. A full-text PDF of this document is available for free download from www.joanganzcooneycenter.org. Individual print copies of this publication are available for $15 via check, money order, or purchase order sent to the address below. Bulk rate prices are available on request. For permission to reproduce excerpts from this report, please contact: Attn: Publications Department The Joan Ganz Cooney Center Sesame Workshop One Lincoln Plaza New York, NY 10023 p: 212 595 3456 f: 212 875 7308 [email protected] Suggested citation: Shuler, C.