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Sono Caterina, ho 16 anni e frequento l’istituto tecnico turistico Cristoforo Colombo. La mia ricerca si basa sull’integrazione dei GIOVANI MIGRANTI nella scuola, come sappiamo, primo luogo di socializzazione di noi ragazzi. Per questo,ho deciso di organizzare come azione di ricerca ,degli incontri proprio nel mio istituto, coinvolgendo studenti stranieri di seconda generazione ( in particolare 2 ragazze filippine e 1 moldava) e altri studenti italiani. Nel corso degli incontri abbiamo analizzato il fenomeno, e di conseguenza cercato e motivato cause,problemi e soluzioni. In allegato trovate le infografiche,risultato degli incontri. Aspetto vostri commenti , e perché no ,un vostro parere a riguardo.
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Leggete la ricerca e diteci la vostra!!! 🙂
The Northern Ireland WYRED group, comprising 48 children who range from 10 to 11 years old, have now moved into the research phase of the project exploring Cyberbullying, Fake News and Hacking and coming up with their research questions.
One story about hacking came from a 10 year old girl.
“I was going to my grandmother’s for a week’s holiday with my family and she has not got internet connection, so I gave my friend my password to my snapchat so that she would keep up my streaks.”
What are streaks?
“You snap chat a person every day and they have to snap you back in the same 24 hour period and you build up streaks.
My friend sent my password to her friend who passed it onto another friend who I do not know. They hacked into my account and got all my information and I had to make a new account.”
Why did you give your password away?
“Because I would have no wifi or 4G when I was away. If you don’t snap in the same 24 hours you lose the streak and I would have lost 200 days of streaks so I had to give away my password.
I learnt never to give my password away.”
Among the valuable aspects of WYRED, a special mention should be made to the wide variety of backgrounds of the young people that have been involved in the project so far. Although it might be hard to properly engage all of them properly in all the activities proposed, but we do believe that the extra effort will pay off as children and young people from all walks of life do deserve to have their voices heard.
The Boundaries Observatory, a recently founded Community Interest Company that focuses on developing new approaches to social research and partner of the WYRED project from its start, shared with the consortium a story about a group of 9 young people (5 boys and 4 girls) between 10 and 12 years old, all being educated outside the normal school environment. They are a very varied group with different backgrounds and different reasons for being home-educated. Most of them have experience of conventional schooling, and for different reasons they and their families have decided to opt for home education. The group forms part of an informal network that comes together for different activities in different combinations.
Although a group of this nature might be expected to make extensive use of digital technologies to access learning opportunities, few of them are whole- hearted users of digital technologies, and in some cases, they are actively resistant to them, eschewing social media and the use of the Internet except for quite specific activities related to learning. They expressed a degree of skepticism regarding the value of these technologies and some questioned their unconditional use by other young people.
This extended to their initial responses to the digital dimension in WYRED.
Questions were raised about the data in the platform, who would control it, why was it necessary to give names, surnames and ages and why indeed was it necessary at all? What was valued was the opportunity for international interaction in this case, but not all have yet confirmed that they wish to enter the platform.
As mentioned, most of the participants have experience of the way schools work, having spent in some cases a few terms, in others longer, before taking the decision to leave and start, or return to, home education. The reasons for doing so are quite varied. In some cases, it was the sense that a lot of time is wasted in schools on things that are not relevant to learning. The focus on discipline was particularly commented on as problematic as it got in the way of actually learning things, but important was the sense that much of what is taught is not useful in their lives. Others had had negative experiences relating to the lack of humanity in the school context, where at many points in the day there is little supervision of the children and how they behave towards one another. The shared conclusion was that for them, conventional schools are not an appropriate environment.
However, some had heard of progressive schools, such as Steiner schools, and identified some positive elements in them. The group did feel that a good aspect of schools like that in general is the chance to come together with friends and try new things. The fact that the others are simply there in the school context, as opposed to having to organize to meet them was mentioned.
As a group they felt that schools could be improved, and it might be possible to design a school that would meet their needs more appropriately and in a more humane (friendly) way. They therefore decided that one of the projects the group would work on is the idea of “a better school”. The aim is to use the WYRED platform to ask other children and young people across Europe about their school experiences, explore different kinds of school and how they work, and using all this information, create their own design.
More news soon! And look for them on the platform.
The University of Tel Aviv (TAU), WYRED’s Israeli partner, recently shared with the consortium a story that highlights very well what are the perceived faults in their education system and how this can be improved. These findings emerged from a lively debate carried ou by the 13 students from the Hof Hasharon regional high-school participating in the project.
The discussion focused specifically on the difficulties that arise from the conduct of the current education system, which, in their opinion, makes their learning very difficult and hampers their ability to reach high level achievements. Students feel that the system does not really see them as individuals, and they are wasting time memorizing material that will not prove useful in the future. They are frustrated because the numerous assignments and exams they are continuously tested on cause them to fail, while teachers only increase the burden instead of helping.
Students clearly expressed that they want the school to pay more attention to values and life skills, and less to grades. They need to stop memorizing contents just to forget them right after.
They expect decision-makers to listen to them and change the education approach and the curriculum, with more consideration of their private lives. Moreover, the system should allow students to choose the topics they wish to study, implement “meaningful learning”, change the dynamics teacher-student relationships are built on and raise the number of after-school activities available.
Our young voices illustrated their frustration towards education system by drawing a graffiti on the school wall, with the goal of raising the general awareness on the stressful situations that they experience on a daily basis.
I am Sarah, and I am a Political Sciences student from Roma Tre University. During my bachelor years’, I was also part of Roma Tre Radio, Roma Tre University’s college radio. It is such an honour to be part of this awesome reality, so I decided to tell how College Radios are important in students’ life and future jobs.
Are you curious? Take a look on my project!
The partners of the project “Study of Religions against Prejudices and Stereotypes” (SORAPS) met in Salamanca (Spain) at the Institute of Educational Sciences of the University of Salamanca for the third meeting to present their interim results and prepare the next steps. During the meeting, the partners arranged the final details of the first in-presence teacher training event (C1) that was taking place in the same time, agreed to the final version of the IO3 “Online Training Platform” basic features and on the functions and roles of the online tutors, and discussed the first ideas and possible challenges for the multiplication training events in the partner schools. Furthermore, important doubts on administrative and financial issues, still lingering among some partners (especially schools), could be completely clarified.
The partners agreed on that it was a very productive meeting for all. The next meeting will take place in December 2018 in Florence, Italy. The SORAPS project team gives thanks to the team of the GRupo de Investigación en InterAcción y eLearning (GRIAL) for hosting us so kindly and hospitably.
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