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Project Goal
The Eco-Connections project is designed to develop web-based teaching modules for elementary, middle and high school students with a focus on character education, by linking social responsibility with environmental issues. Through the project, a model for Internet-based curriculum developmenttraining will emerge. All materials created through the Eco-Connections project will be freely-shared with teachers and administrators around the globe, with hope that the world will be a better place for children because of our collaborative efforts.
Collaboration
The project is a joint collaboration
among the following American and Russian education organizations:
Walker County School District,
LayFayette, Georgia USA Dr. Wayne Robinson, Coordinator
of Science & Technology Al. Herzen State Pedagogical
University of Russia, St. Petersburg, Russia Dr. Andrew Akahayan, Head
Emissia Analitical Group Georgia State University Atlanta,
GA USA Dr. Jack Hassard, Professor
& Coodinator of Science Education Russian State Hydrometerological
University, St. Petersburg, Russia Dr. Vitaly Sychev, Head the
Department of Telecommunications
Funding
The project was funded by the Georgia Department of Education Innovation Program and the Eisenhower Higher Education Program. In-kind contributions were made by the Walker County, Georgia School District, St. Petersburg, Russia schools, Georgia State University, the Hydrometeorological University and the Al. Herzen State Pedagogical University of Russia.
Project Overview
The project has developed a web-based course for elementary, middle and high school students with a focus on character education, by linking social responsibility with environmental issues. The modules are interdisciplinary in nature and involve students in local and global scientific investigations. Through the project, on-line collaboration between students and environmental researchers has been provided via the Internet. The modules are global in nature and are the result of a collaborative effort between teachers in Walker County, Georgia, and teachers in St. Petersburg, Russia. Georgia State University (GSU), the State Pedagogical University of St. Petersburg and the State Hydrometeorological Unversity of Russia have worked with the project schools in the development of teaching modules, distance learning technology and support.
American and Russian teachers were brought together for a Summer Institute in 1999 which included curriculum development, environmental science and monitoring activities, hands on investigations, educational use of the Internet and distance learning technologies, and methods of integrating character education and social responsibility into developed curriculum modules. Teachers were organized into cross-cultural working research teams. Each team had the task of developing one module during the summer, and then during the 1999-2000 school year to field-test those modules with their students in a web-based environment. Four modules were developed during Summer Institute I, and were field-tested.
Using the Internet and other distance learning technologies, the project developers will work with teachers to assess the modules and suggest modifications for change. In summer of 2000 all teachers in the project attended an Environmental Summit in St. Petersburg to formalize implementation plans, refine modules, and share research results. Teachers also initiated the development and implementation of a second phase of instructional modules for the next school year. In St. Petersburg, Russia during the second Summer Institute II, four additonal project modules were developed. These modules were field-tested during the 2000-2001 school year in St. Petersburg, Russia and Walker County, Georgia by project teachers.
Project Outcomes
Through exciting hands-on, academic investigations and the integration of collaborative distance learning and computer based technology, real-life connections have been made to state-identified curriculum concepts which are routinely addressed through traditional textbooks and classroom instruction. Student excitement and enthusiasm reflect improved academic achievement in many discipline areas. Students involved in the project have increased their ability to conduct environmental investigations involving critical thinking. Sstudent attitudes, behaviors and knowledge about the environment have also been enhanced (Hassard, 1997, Robinson, 1996, Hassard, Robinson, Moore, 2001). Students have developed character traits associated with acting responsibly on environmental issues, and this, we feel will contribute to the student's progress in character education. To assess the impact of this project on students environmental attitudes, behaviors and content knowledge, the Wisconsin Environmental Survey and teacher-developed content assesments were used. To measure academic gains and mastery of curriculum objectives, pre/postWalker County School's content tests, which are aligned to the Georgia's Revised Quality Core Curriculum, have been used.
The project has enhanced teacher's educational uses of the Internet and distance learning technologies through formal training and hands-on applications. As a result of participation in the project,teachers are better able to design curriculum materials and to integrate social responsibility and character education into their instructional lessons. In order to assess teachers progress in the use of Internet, distance learning technologies and the application of character education goals into instruction, pre/postteacher surveys were developed and administered.
Replication
Other school systems are able to replicate the project. All instructional modules developed through the two Summer Institutes have been published on the Internet, and the project web-site has been designed to accommodate all interested teachers. Although the collaboration in this project was between schools in Walker County, Georgia and St. Petersburg, Russia, we believe that the project can easily be expanded to involve students and teachers throughout the world. Tha, indeed, is our goal. Materials in the Environmental Monitoring Kits designed for use with Eco-Connections projectmodules are reasonably priced andwere developed with a wide range of teachers and grade levels in mind.
Future Plans
After another two years of implementation and field-testing (Fall, 2001-Spring, 2003), it is hopeful that a third Summer Institute can be held in St. Petersburg during the summer of 2003. Many current Eco-Connections teachers are interested in developing additional instructional modules and continuing their professional collaboration. New advancements in technology have opened the door for creative applications related to this project. Grants are being written and submitted in an effort to secure the necessary funding for teacher stipends, travel and professional developmentexpenses. Stay tuned for more details....
eco-connections.org