: The Story of a Virtual Multicultural Learning Community
- part 3
the project: the first meeting in the two participating schools
order to make sure that the core principles and methods of
the Kamrat project would be fully understood and adhered to,
by all the participants, Ithamar and Salah, went to each of
the participating schools, and met in each of the schools
with the computer coordinator and the participating students,
prior to the actual beginning of the project.
The following is the summary of the meetings as recorded by
Ithamar and Salah.
meeting in Mushreife (A) ( Salah)
meeting was composed of several parts:
a. getting to know the 25 participants from grades 7-9
b.presenting the project idea to the students: objectives
c.dividing the group into 5 subgroups according to interest
1.the story of an object passed in the family from parents
2.feasts and customs
3.folktales and legends
4.symbols and costumes
5.sayings and idioms
d. explanation of on- going assignment-material to be written
in Hebrew or in Arabic in Hebrew letters, so as to bring the
Jewish Israeli population closer to the Arab-Israeli one.
material gathered must be related to the Arabic tradition
dividing work among group members.
Learners divided the work among themselves so that each of
them would be responsible for another part of the assignment.
One should note that each group is made up of 5: The folktale
group divided their work in the following manner:
2 learners collect the folktales in Arabic, 2 other learners
would translate them into Hebrew, and one student was responsible
for finding pictures to match tales.
Planning the next meeting
preparing the "who am I'' feature on the closed Hebrew
intranet, for the first virtual meeting
in light of communication problems in the school, briefing
about how to use the intranet was postponed to the next meeting
and the teacher coordinating the program, stayed for 2 hours
after the meeting was over, and Ithamar fixed the computers.
impressions of the first meeting the first meeting went very
well and was very successful the learners understood the project
objectives and were quite enthusiastic about it the teacher
coordinating the project in Mushreife is most cooperative
and willing to invest much time and energy, and he should
be commended for that
First meeting, Ort Gutman, (J)Natanya ( Ithamar TelHi Networks)
Monday 6/3/2000 the first meeting at Ort Gutman took place.
Meeting objective was to present the participating students
with the projects mode of operation.
All students with the exception of one who was taken ill,
took part in the meeting.
I briefed the participants how use the closed intranet.
Participants divided into groups and each group divide the
work amongst its members.
work Jan-May 2000
The students in each of the participating schools, met once
a week for a few hours with the coordinating teacher.
They conducted research, read books, interviewed their family
members, and uploaded the material gathered as well as their
reflections, to the closed intranet.
Every other week, either Ithamar or Salah met with the learners
and their teachers.
In addition, frequent meetings were conducted on-line.
Immediately after the first meeting in each of the schools
the youngsters opened a forum where they told the other participating
party about themselves, their village or city and their schools.
from Mushreife(A) wrote about the Mushreife village:
The village Mushreife is located in the triangle, near Um
El Pahem. The village draws its name from the fact that its
located between three mountains and observes over the Jezrael
valley.The name Mushreife means in Arabic - observing, looking
from above, looking over.
The village population is Muslim, and it numbers 3000 people.
The village is part of the local municipality of Maale Iron.
There are 4 mosques in the village, a sports club, an elementary
school, a football team, two health cliniques.
Most of the village inhabitants work as building contractors.
in person, Natanya 3rd May, 2000
both in Ort Gutman and at the school in Mushreife were working
very hard. They were collecting sayings, translating folktales,
writing quizzes and teaching each other virtually about objects
dear to their families, customs and costumes.They kept meeting
on line, synchronously and asynchronously, but they have never
met in person.
Now that the project was nearing its end, a meeting, a "real
one" was scheduled in
students, both the Arab-israelis and the Jewish-Israeli, were
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