The Global Classroom Telecommunications Project commenced in 1995 as a large two year collaborative pilot project involving the Whalesong Foundation Ltd. ( the Australian arm of I*EARN, a not-for-profit global organisation) and the Department of School Education.

The stated project goals of the Global Classroom telecommunications Project are to:

(i) enhance student learning utilising telecommunications technology

(ii) assist Victorian teachers in the assessment and application of telecommunications technologies in schools

(iii) expose Victorian teachers to the I*EARN collaborative theme-based project model

(iv) support and develop student generated projects which make meaningful contribution to the health and welfare of the planet and its peoples

(v) determine the impact of the use of telecommunications technology "in context" on teaching methodologies, student learning and curriculum design.

Just over 100 schools, 3000 students and 200 teachers were involved in some or all parts of phase one of the project (1995). The project participants were selected via application in February and March of 1995 and divided in to Phase One and Phase Two schools. In essence, the phase one schools were seen as those that were relatively experienced and/or equipped to implement a series of collaborative theme based telecommunications projects with their teachers and students. Phase two schools were primarily selected on their willingness “to have a go”. This is clearly in keeping with the prime objectives of the project to create an inclusive and achievable learning environment for ‘expert’ and ‘novice’ alike.

The Global Classroom Project 1995 began as a large scale pilot project, not to ‘discover’ the previously accepted benefits of collaborative theme-based project learning, but rather to create a vehicle for existing successful models of network learning and the I*EARN model to be implemented on a wide scale by a diverse cross-section of the Victorian educational community.

The associated training events for teachers and the curriculum projects for students were designed to provide a richer and wider educational experience for participants, to provide a greater basis and ability to develop inter-personal and inter-cultural understanding and to create a matched “human dimension” for the testing, design and implementation of information technology programmes in schools.

Although a self generated report, the full "Footprints" report is a detailed comprehensive assesssment of the first full year of full scale, statewide Professional Development for Victorian Teachers wishing to deploy online and learning technologies in their classrooms.

Download the Full report:

Footprints -Full Report: Evaluation of the Victorian “Global Classroom” Telecommunications Project 1995