by [email protected] | Jul 23, 2020 | News, Press
iEARN-USA’s Director of Global Education and Outreach Connie Rensink recently published an article in Childhood Educational International magazine. In the article, Connie emphasizes the importance of global competence for youth today and describes how iEARN-USA’s projects, programs, and professional development and training aim to promote essential skills of global competencies for students around the world.
She writes:
“As our world becomes increasingly interconnected, our education systems must prepare students with the skills and knowledge to be able to thrive in a global economy and society. Towards this end, teachers play a key role in supporting students to develop as global citizens who bridge cultural divides, understand sustainable development issues, and act as changemakers in their communities. iEARN-USA connects an international community of K-12 educators and youth to collaborate and learn together on projects designed to make a difference in the world.”
Read the whole article HERE.
by [email protected] | Jul 16, 2020 | News, Press
New York City, July 16, 2020 –– Today, the Stevens Initiative announced the Digital Storytelling Workshop, implemented by iEARN-USA is one of 18 programs funded as part of the Stevens Initiative Response to the Coronavirus Pandemic. With this funding, iEARN-USA will plan and implement a virtual exchange program based in the United States and the Middle East and North Africa (MENA) region.
Around the world, schools and institutions are using virtual exchange to help young people develop cross-cultural relationships and vital skills. While traditional in-person education and exchange programs have been cancelled for the summer, virtual exchange programs like the Digital Storytelling Workshop continue to be a sustainable and accessible global learning tool.
“While we cannot predict what lies ahead with the pandemic, we are pleased to work with our grantees to provide virtual exchange opportunities when the world is deeply in need of connection. Together, we are revamping curriculum, leveraging technology, and innovating to build programs that might not have existed otherwise. While each program is unique, we all share in wanting to develop a more globally-minded and resilient generation of changemakers,†said Christine Shiau, Managing Director, Stevens Initiative at the Aspen Institute. “The Stevens Initiative proudly supports our 17 new grantees as they help to drive our mission to provide an international learning experience for young people.â€
Under the Stevens Initiative, the Digital Storytelling Workshop, implemented by iEARN-USA, is a ten-day immersive experience with daily activities that foster self-exploration and teach compelling storytelling through digital technology skills. Students working from home in Washington, D.C. and Morocco create video mediated and structured stories on life experience to establish mutual understanding and strengthen tolerance. Each student develops their personal story arc and works in virtual teams to collaborate on and interactively critique their stories.
“We are so excited to partner with iEARN-USA on such an exciting endeavor through the Steven’s Initiative Response to the Coronavirus Pandemic to provide a springboard opportunity for our founding class as they embark on a world class education with Girls Global Academy!” said Shayne Swift, Principal of the Girls Global Academy in Washington D.C.
Through these grants, up to 4,500 new youth participants in 11 MENA countries and the Palestinian Territories and in 24 U.S. states, three tribal communities, the U.S. Virgin Islands, and Washington, D.C. will engage with their peers around the world for summer programs that otherwise would not be possible due to the pandemic. Grants were awarded on a rolling basis, and, depending on the grant, virtual exchange programs started as early as June and end as late as August. A number of grants will support 174 educators to plan and train for fall virtual exchange programs, which remains an urgent need due to a likely continuation of closures and disruptions.
Other grants include:
• AMP Global Youth’s Global Scholar Program connects and empowers rising youth leaders from the United States and the MENA region as they address current global challenges, including COVID-19.
• Citizen Diplomacy International of Philadelphia’s How to Succeed as an Innovator is a one-month, summer virtual exchange program for STEM students in Philadelphia and Egypt bridging the gap between STEM subjects learned in school and the real-life path to entrepreneurship.
• Creativity for Peace’s Transformational Encounters connects American, Palestinian, and Israeli youth via the virtual landscape of storytelling and the rich connection of food culture.
• Cultural Vistas’ Learning, Information, Networking, Collaboration (LINC) gives young people the opportunity to explore their future STEM careers by collaboratively addressing common global STEM challenges.
• Engineering World Health’s Engineering World Health Virtual Exchange is an international collaboration of undergraduate STEM students from the United States and Lebanon who work together to create innovative solutions to health care problems in low-resource settings.
• Global Education Benchmark Group’s Sustainable Development Virtual Exchange connects high-school students from across the United States and Morocco and provides them the opportunity to investigate three of the UN Sustainable Development Goals to learn more about themselves, their peers in other regions and countries, and the significant challenges facing our global community today.
• Global Ties Kansas City’s MOR-USA Virtual Exchange Program brings together approximately 20 students from Morocco and the United States for a shared collective of their artistic talents.
• Madison Area Technical College’s Economic and Social Entrepreneurship in a Post-COVID World engages underrepresented community college and high school learners in cross-cultural learning.
• The Marshall Legacy Institute’s Peacemakers and Problem Solvers virtually unites American and Yemeni high school students for peace, leadership and project management education, and cross-cultural engagement.
• Missouri State University’s Virtual Exchange for Teacher Candidates is a program supporting future teachers from Morocco and the United States as they learn with and from each other.
• Southern New Hampshire University’s Global Education Movement (GEM) is an initiative that provides refugees and those affected by displacement the tools to become agents of change by earning accredited bachelors’ degrees and fostering connections to meaningful and well-compensated careers in business, humanitarian aid, and the global digital economy.
• Texas International Education Consortium’s Virtual Exchange for Undergraduate Nursing in Texas, Egypt and Jordan is an eight-week virtual exchange capacity-building program for 44 undergraduate nursing faculty from 22 colleges of nursing in Egypt, Jordan, and Texas.
• The African Middle East Leadership Project’s Global Allyship Curriculum matches young social activists in the United States and the MENA region to encourage collaboration on how each community can support one another during this time of global upheaval.
• The Maureen and Mike Mansfield Center at University of Montana’s Connecting Montana and Egypt in a Global Leadership Initiative will spend the summer preparing to connect students from Montana and Egypt to highlight the importance of citizen diplomacy during the 2020-2021 academic year.
• United Planet’s American-Iraqi Public Health Teams gives high school and university youth a unique opportunity to collaborate on meaningful and impactful projects designed to address public health issues, including the COVID-19 pandemic.
• United Planet’s Global Virtual Exchange Teacher Training and Professional Development brings together middle and high school teachers from diverse populations in Iraq, Jordan, and the United States for an engaging summer program filled with theory and “hands-on†experiential learning opportunities.
• World Chicago’s Youth Diplomats, an experiential learning program to equip and empower youth to be global citizens, partners with Hands Along the Nile to lead a four-week virtual exchange between youth in Illinois, Florida, Missouri, Egypt, Morocco, and Tunisia.
The Stevens Initiative is an international effort to build global competence and career readiness skills for young people in the United States and the Middle East and North Africa by growing and enhancing the field of virtual exchange. Created in 2015 as a lasting tribute to Ambassador J. Christopher Stevens, the Initiative is committed to helping to expand the virtual exchange field through three pillars of work: investing in promising programs, sharing knowledge and resources, and advocating for virtual exchange adoption.
iEARN-USA is a global education organization that provides various pathways for educators and students to connect and learn with their international peers. Our approach to global education includes online collaboration through iEARN projects, professional development and global networking opportunities, and sponsored programs for educators and students to connect and learn with the world.
The Digital Storytelling Workshop is supported by the Stevens Initiative, which is sponsored by the U.S. Department of State, with funding provided by the U.S. Government, and is administered by the Aspen Institute. The Stevens Initiative is also supported by the Bezos Family Foundation and the governments of Morocco and the United Arab Emirates.
More Information
The U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) builds relations between the people of the United States and the people of other countries through academic, cultural, sports, professional and private exchanges, as well as public-private partnerships and mentoring programs. These exchange programs improve foreign relations and strengthen the national security of the United States, support U.S. international leadership, and provide a broad range of domestic benefits by helping break down barriers that often divide us. Visit eca.state.gov.
The Aspen Institute is a global nonprofit organization committed to realizing a free, just, and equitable society. Founded in 1949, the Institute drives change through dialogue, leadership, and action to help solve the most important challenges facing the United States and the world. Headquartered in Washington, DC, the Institute has a campus in Aspen, Colorado, and an international network of partners. For more information, visit www.aspeninstitute.org.
The Bezos Family Foundation supports rigorous, inspired learning environments for young people, from birth through high school, to put their education into action. Through investments in research, public awareness, systems building and programs, the foundation works to elevate the field of education and improve life outcomes for all children.
The Kingdom of Morocco has held a longstanding commitment to the promotion of peace, mutual understanding and respect across all fora. In line with this commitment, the Government of the Kingdom of Morocco is a strong supporter of the Stevens Initiative and is proud to be included in its programs, which foster opportunities for cross-cultural exchanges between youth.
The Embassy of the United Arab Emirates (UAE) in Washington, D.C. is committed to promoting and increasing cross-cultural understanding and educational exchanges. In line with the UAE Government’s values, the Embassy supports educational programming at schools and universities across the U.S. The Embassy works with U.S. institutions to provide unique opportunities for peer-to-peer exchanges and help broaden student’s horizons.
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by [email protected] | Jun 8, 2020 | News, Press
Stefanine Ortiz-Cidlik, the Executive Director of iEARN-USA, was interviewed by the Kids Can Make a Difference (KIDS) publication “Idea Clearing House” to discuss what inspired her to work in the non-profit educational sector, how iEARN projects empower youth, and the challenges and opportunities facing the iEARN community in the future. She emphasizes the importance of ensuring that youth have the ability to fulfill their potential and describes the ability of iEARN projects to connect children and teenagers with their global peers from around the world.
We have republished the full text of the interview below with the permission of Kids Can Make a Difference (KIDS).
Let’s start with where you are from and your background
I am originally from Lincoln, Nebraska. Although I have made New Jersey my home and consider myself a global citizen, I imagine I will always be a Cornhusker at heart. Growing up, I was blessed with a very large, close-knit extended family. My mom was a single parent who owned her own business. In hindsight, that was probably quite unusual at the time. She worked six days a week and during busy seasons would put in 16+ hour days and even an occasional all-nighter. My mom relied on my grandparents to help raise and care for me. They had immigrated from Mexico to the US with their families, my grandmother as an infant and my grandfather as a teenager during the Mexican Revolution. My grandfather became a forklift operator for a local manufacturing company and my grandmother stayed at home to raise their twelve children.
My generation was raised on stories of past struggles, how the family, at times, relied on the generosity of programs like Operation Santa Claus for their holiday dinner. Despite the challenges, my grandparents raised twelve children (plus me) who are educated, active citizens. Among them, four became small business owners, four became educators, three became military veterans, and one became a police officer. My grandma and I were very close; she was certainly the biggest influence on me. She had a hard life, didn’t attend school and never learned to read nor write. My grandma taught her daughters to be self-sufficient and not to rely on a husband to take care of them; she believed in a good education. We were also taught to give back. Every year during the holiday season, our family continues to donate to Operation Santa Claus in honor of my grandparents.
The expectations and examples set by my mother and grandparents shaped and inspired me to be fiercely independent, to love trying and learning new things, and to work hard. I have a Bachelor’s degree in Business Administration with an emphasis in Human Resource Management and a Master’s degree in Management. My career has been primarily in the non-profit sector. Early in my career, I became a fundraiser for environmental and community action groups. I also worked for a national alcohol, tobacco and drug prevention program for youth, training and supporting teachers, guidance counselors and other youth workers to implement the program. For over 15 years, I held various administrative positions with the Girl Scouts, initially serving as the Director of Membership and Program of a small council in southeastern Nebraska, the Chief Operating Officer of a statewide council, and ultimately Chief Executive of USA Girl Scouts Overseas. In the latter role, I ran Girl Scouts’ international operations with programming in over 90 countries around the world with staff teams in NY, Italy and Japan.
As I reflect on my background, a couple of things are clear to me. The first is that I did not have a clear career path in mind, but I knew I wanted to do work that was meaningful, and I was always open to opportunities as they presented themselves. Secondly, I have always been drawn toward work that helps young people reach their full potential. I have always loved working with and being around young people. They challenge and inspire me.
What interested you in hunger and education?
I have always been interested in helping young people succeed and I truly believe education is the key to that success. I want every young person to believe they have what it takes to develop academic skills and that they have the right to access the kind of education needed to pursue their interests and passions. Many factors influence academic success, but one of the most impactful is hunger.
Children’s brains develop quickly, deeply needing nutrition to grow and function properly. Hunger, especially prolonged hunger, can have significant impact on the overall development, academic performance, classroom behavior and mental health of young people. Hungry children are more likely to have language and motor skill impairments, have lower math scores, are more likely to repeat grades, and have higher rates of tardiness and absenteeism due to illness. When you consider 1 in 7 children in the U.S. lives in hunger, we have an alarming problem. I’m really pleased that many iEARN projects address the issue of hunger and that we can be part of the solution.
What issues do you work on and why?
Today, I work on global education and leadership, giving young people the opportunity and framework to forge friendships across country boundaries, build empathy and understanding for people from different backgrounds and cultures, and develop global competencies and skills that will help them succeed academically and in the workplace.
Young people are smart and creative and want to make a positive difference in their communities and the world. iEARN gives them the platform and project framework to do just that. All iEARN projects are aligned with the Sustainable Development Goals. Through these projects, young people are exploring and working together to solve big issues like hunger, social justice and climate change,
There are many reasons why I do this work and why it is important to me. Probably most important is my belief that connecting and building meaningful friendships with people from cultures and backgrounds different from one’s own will change the world. I’m saddened to see how polarized and ethnocentric our country has become. Travel and exposure to different ways of life have certainly changed me for the better. By making connections with people from different places and backgrounds, we learn to see an issue from multiple perspectives, we begin to breakdown stereotypes and fears, we develop empathy for others, and we learn to work collaboratively. My hope is that every young person will have opportunities to grow in this way.
What I love about iEARN is that we offer both study abroad and virtual exchange programs. Less than 1% of students get to study abroad, but through iEARN’s virtual exchange program, students can meet and work with an international group of peers whether they can travel or not. This is important to me. As a young person, my family did not have the financial means to send me on a study abroad program. If I can help open the world to young people who have financial or other barriers, that is extremely gratifying.
COVID-19 is quickly changing the way we learn, work and live. This crisis has certainly emphasized the need to work together from remote locations. Luckily, iEARN has been doing that for over 30 years.
What are the biggest challenges for the issues that you care most about today?
Fear, money, and demands on teachers.
In the last four years, the discourse in the U.S. has been fueled with hatred preying on people’s fears for what they don’t know. There has been a push to close our borders and limit contact with people from other countries, especially those very different from our own. In the last four years, we’ve seen the number of hate crimes against Latinos, Muslims and Arab Americans, and most recently Asian-Americans, increase. I worry that if the discourse and the political climate in the U.S. doesn’t change soon, it could have significant impacts on our ability to implement student exchange programs.
Like all non-profits, money is always a concern. With more funding, we could do so much more. We could invest in our technology to create a more engaging and impactful experience for the students. We could train and assist more teachers. We could support more students on international exchange programs. I worry that the impact the COVID-19 crisis has had on our economy will impact our funding and not only make it difficult to grow and expand as we planned, but also to maintain our current programs.
Finally, teachers are asked to do so much. For many the bulk of their classroom time is spent preparing students for state and district-mandated tests. Many teachers are struggling to get by and feel “burned out.†With the current crisis at hand, teachers are expected to teach remotely. It’s challenging to ask teachers to quickly develop new programs and remote methods of skills and activities for student learning. I worry that with so many other demands, teachers and administrators will overlook the value of connecting students to learn with the world.
What drives you?
A belief that all young people deserve the chance to reach their full potential and a desire to be a good role model for my daughter are the two things that drive me. What drives me? I’ve always viewed myself as a bit of a malcontent who’s never quite satisfied with the way things are. I’ve come to see, however, that I am actually quite the optimist. I really do believe that by working together we can create a better tomorrow. We can even the playing field to ensure all young people have the same opportunities to develop their skills, knowledge and emotional intelligence. That is what keeps me going.
In conclusion, what message do you want to deliver to our readers? What do you think your legacy should be.?
I hope I will be remembered for being a good mom and for raising a smart, beautiful, caring young woman. Young people are our future. As I mentioned before, they deserve a chance to reach their full potentials. That means every young person deserves to feel secure and confident that their daily basic needs will be met. It’s our responsibility to ensure every student has a learning environment that is supportive and encouraging, giving them the skills and tools, they need to succeed academically and in the workforce. I hope that I am remembered for making a positive difference in the lives of young people around the world.
Please subscribe to the Idea Clearing House (ICH) newsletter here.
by [email protected] | May 11, 2020 | News, Press
Ibrahim A. Kamar, a former iEARN student and current iEARN educator from Sierra Leone, was interviewed by Kids Can Make a Difference (KIDS) to discuss his role in teaching students about the root causes and potential solutions to hunger and poverty, his work to provide disaster relief for his community following natural disasters, and his achievements in empowering youth. Ibrahim’s inspiring work as an educator, founder of a school, and creator of a disaster relief organization showcase his innovation and achievements in improving the quality of life for those in his community.
We have republished the full text of the interview below with the permission of Kids Can Make a Difference (KIDS).
Let’s start with where you are from and your background
My name is Ibrahim A Kamara from Sierra Leone. I am a global educator, a member of iEARN (International Education and Resources Network) which enables students and educators worldwide to design and participate in global projects as part of their regular classroom and after-school programs. I was trained as a teacher in Sierra Leone. I am a committed advocate for quality education and safe housing in Sierra Leone. For the past eleven years, I have been running a school in the slums of Freetown. As part of that effort, I founded the Empowering Children School and SHARP Sierra Leone. Alongside my teaching commitments, I am the administrator for Empowering Children School. I also lead a team for disaster relief during floods.
What interested you in hunger and education?
For the past eleven years, I have been working in the slums of Freetown. The slums are communities of tiny shacks made of zinc sheeting. Many of the residents live on less than $2.00 per day. Most of the adults are illiterate and rely on small trading businesses or manual labor to earn money. They face hunger, outbreaks of disease and shelter challenges. Flooding happens multiple times each year. Families lose all their possessions, children lose their school uniforms and supplies, and the small trading businesses are lost. It is from my experience working with these families that I started looking at the SDG’s Goal 1, No Poverty, and Goal 2, Zero Hunger. I wanted to help families find ways to get out of poverty and hunger. My initial approach was through education; I believe when the younger students become well- educated and skilled, that is one solution out of poverty. In my school, students and teachers chose to work on the Finding Solution to Hunger project of iEARN. I am interested in this project very deeply. The pupils that I teach and their families are living the root causes of Hunger.
On what issues do you work and why?
One of the pressing issues is to reduce the high level of literacy in the slums of Freetown by teaching children and youth the skills and knowledge to lift their paths out of poverty, to create a better life and a living for themselves. Another vital issue is that of the effects of cyclical flooding. I lead a team for disaster relief during floods and have established SHARP (Safe Haven Adaptive Response Program), an organization of supporting efforts to reach a wider range of families and children. Multiple times each year, SHARP responds to the emergencies of the flood disaster victims, particularly families affected in the slums. SHARP responds with desperately needed supplies after floods that include food, dry clothing, sleeping sheets and temporal shelter. SHARP aids families, especially the children, to get to safety.
Hunger is currently one of the biggest problems in the slums. After every flood disaster, food is usually the most desperate need. During this CVOID-19 global pandemic, as we go through lockdown and face tougher restrictions down economic activities have greatly slowed, as they have in so many other countries. People living in the slums are the most impacted, with thousands going hungry every day. Families in the slums are increasingly at a higher risk of infection because of their environmental conditions.
For students at the Empowering Children School, learning about hunger is how they live each day, but also, they are also learning how hunger’s causes can be changed with action. They are learning to identity the causes of hunger in the slums so that changes can be created.
SHARP is collaborating with Finding Solution to Hunger on a 40 acre farm project to ensure food security and reduce hungry. We are also supporting local farmers and slum residents with seeds to grow their own food. The step-by-step farming activities are taking families out of the densely populated slums to the fields, which is not just a solution to hunger but also distancing them from each other in this time of social distancing.
What are the biggest challenges for the issues that you care most about today?
One of the biggest challenges are materials and tools for both our school and our farm. My school is struggling to secure a safe building space for the two hundred children currently admitted. Although our school is now closed due to the Covid -19 pandemic, when classes resume, we are in need of a building, one that we would even be able to renovate.
Another great challenge in support of the people of Freetown is the effect of the flooding. The continuous flooding in communities staggers our efforts and our work in the slum. It reverses families, but we begin our efforts to a new fresh start every year and also multiple of times during the rains. Funding to support families during our disaster relief effort is difficult and tough to obtain. This spring we received several hundred dollars, using it to pay farm laborer and purchase limited seed supplies. As a result, we are ready to plant a first crop in a few weeks. As funding will hopefully continue, we will achieve our goal of a secure school building and a working, thriving farm.
Farm work is also challenging because it requires a significant amount of manpower and hard labor. We are also facing challenges to secure high-quality seeds. In the future we will need technology tools to help speed up work and reduce hard labor
My zeal and zest are helping me overcome some of the daily challenges I face each day as an opportunity to learn how best to work within the challenges that I face, how to create ways for the people of Freetown to live without those challenges, and to be the teacher of children that I have always been.
What drives you?
What drives me most is passion and love to help humanity and our planet. I have a deep fear for mankind and our planet as we are threatened by problems in our world that I believe we all need to play a part to resolve. Thanks to the United Nations for setting the 17 Sustainable Development Goals and for making the end of Poverty and Hunger the first two goals on the list.
iEARN not just trained me as a student many years ago. IEARN inspires me now as a teacher, connecting my students with those of other countries as we work to understand the issues that we most care about.
In conclusion, what message do you want to deliver to our readers?
My message is: I will not give up; I will stand strong and have the faith. We have the start of a farm and a school. We will succeed if not today, but some day. It could be one of you reading this article who could clear our path to educate over two hundred children at the Empowering Children School, to help hundreds of families in the disaster-prone slums and creeks, to work on acres of farm lands with farmers struggling with seeds and tools in the fields. You can join our effort and our work and make a difference in the world. We are not too late. The world must win.
What do you think your legacy should be?
I want to leave a well-educated generation by which it would be a slum free society where every day would begin with jobs and opportunities. Everyone would be able to live a decent life. With that there would be no poverty and no hunger. I want to leave a world of Sierra Leone with more farmers who would produce sufficient and nutritious food.
Please subscribe to the Idea Clearing House (ICH) newsletter here.
by [email protected] | Feb 13, 2020 | News, Press
Have you heard the exciting news about iEARN? iEARN has been featured as one of the top 16 innovative models of education in the World Economic Forum’s January 2020 “Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution†Report. The report, which is the result of a widely consultative process with educators, policy and business leaders, education technology developers and experts, is part of the Forum’s Education 4.0 Initiative. It is an incredible honor for iEARN to be featured as a school model for transformational change in education.
To learn more about how iEARN fosters interpersonal emotional intelligence skills and traits, such as empathy, cooperation, negotiation, leadership and social awareness, read the full article.
by [email protected] | Nov 19, 2018 | News, Press
iEARN-USA today announced that it is partnering with WorldTeach, an education-focused, independent social impact organization founded by Harvard University students, to support teachers in the Global Educators Exchange (GEE) summer program. In this international professional development program, teachers participate in a four-week exchange in Uganda, Kenya, and Mexico. Through the GEE program, educators will have discussions around pedagogy and education methodology, gain cross-cultural perspectives about education, and put expertise into practice in local education contexts. The aim is to create deeply meaningful interactions, transfer of skills, and inspiring discussions for all participants.
iEARN-USA will support GEE participants to continue their exchange experience and connect their classes to global opportunities once they return to the U.S. at the conclusion of the program. iEARN-USA will provide iEARN memberships to GEE participants so that they can collaborate in online projects and connect with a network of educators in iEARN’s 140 countries. Through iEARN, educators and their classes will have access to 100+ global project opportunities aligned with the United Nations Sustainable Development Goals. Through the WorldTeach – iEARN-USA partnership, the arc of the teacher exchange experience goes well past the in-country field experience and extends ongoing online, global learning opportunities to their students.
The Global Educators Exchange program is open to U.S. teachers with a teaching license/certificate, Bachelors or Masters degree in an education-related field, or at least two years teaching experience at an accredited school/institution. Visit the program website to learn more about the opportunity, fees and requirements, and to apply: https://worldteach.org/program…
About WorldTeach
WorldTeach began in the Philips Brooks House at Harvard University in 1986. Thirty-two years and 7,500+ volunteers later, WorldTeach continues the legacy of the founder and first volunteer, Michael Kremer. Having operated in 22 countries to date, its strength is in providing training and support for volunteers while abroad. Resourcefulness, leadership skills, professional growth, and global citizenship are values that the WorldTeach experience adds to each participants’ development, and to each of the communities in which they serve. For information on the GCC program or WorldTeach, contact Caitlin Ivester ([email protected]).
About iEARN-USA
iEARN-USA is the U.S. arm of a non-profit organization made up of over 30,000 schools and youth organizations in more than 140 countries. It empowers teachers and young people to work together online using the Internet and other communications technologies to engage in meaningful education projects with peers in their own countries and around the world. Projects are designed and facilitated by teachers and students to fit curriculum and classroom needs and schedules. Currently, over 100 projects are underway, with over 2,000,000 students worldwide engaged in collaborative work on a regular basis.
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For Press Inquiries, Please Contact:
Julia Heitner
Development & Communications Manager
212-870-2693 x 4911
[email protected]
