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Teacher Reporters are expert groups to share ICT information and
knowledge as well as teaching experience on using ICT in education
by reporting articles to Webzine, which is an online magazine that
is specialized in the ICT use of education.
Each participating government organizes its own teacher reporter
group. This group plays a role as a reporter who provides articles
or news regarding ICT use in their region for Webzine and as a change
agent who diffuses ICT knowledge and skills to their local communities.
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Teacher Reporters play the role of reporter who
writes articles regarding ICT utilization in education for the
webzine. |
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Teacher Reporters are involved in diverse activities
as online community members, who are secondary teachers in the
APEC region. |
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Teacher Reporters play the role of both ICT specialists
who teach other teachers about ICT knowledge and skills, and
change agents who support the teachers in each region. |
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Teacher Reporters play the role of private diplomats
who exchange ICT information and knowledge with Teacher Reporters
of another economy. |
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Teacher Reporters write webzine articles in their
native language about local ICT utilization trend, the best
ICT practices and teaching methods, problems in teaching practices
in each economy and so on. |
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The following actions will
guide teacher reporters' activities.
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Teacher Reporters monitor and collect a
broad range of information that deals with how ICT is
utilized in teaching practice, educational policy, etc. |
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Teacher Reporters select themes and subject
matters of article that are posted in each section of
the webzine. |
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The articles are written in Microsoft
Word and related pictures and figures are attached.
The pictures and figures should be created in the
form of gif or jpg file. Articles in the form of
HTML are also accepted. |
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The article is required to be clear
and concrete, and the length of article is no longer
than two pages of A4 size paper (around 5,000 letters).
If necessary, the length can be adjusted if editors
permit. The letter size is 12 font, and space of
line adjusts to single. |
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The components of an article are titles,
content, related pictures and figures, and reporter's
information (name, email, nationality and so on). |
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Title
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Content (body) - including
pictures
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Reporter's name (e-mail address), nationality
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Teacher Reporters remit articles in their native languages
to the webzine editor. They click "post articles"
under Participation bottom left of the website. Individual
teacher reporter is supposed to submit more than one article
bimonthly. Co-articles are also welcome.
<Figure 1> Flowchart of
webzine article release
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Teacher Reporters monitor webzine articles and
guide suggestions for promoting the webzine that is a core part
of APEC secondary school teachers' online community. They also
file article critiques and suggestions under "Comments"
of the webzine from the readers' point of view. |
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Teacher Reporters are active in applying the ICT
resources for education to their own teaching practices, and
get involved in online teacher community for secondary education.
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Teacher Reporter's activities are based on the
spirit of volunteer service. A little financial support is made
for boosting their motivation. Except that the quality of article
is too low to be loaded in the webzine, a small amount of writing
fee is made per an A4 paper-long article. |
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Teacher Reporters are entitled to be exemplar
teachers in terms of ICT utilization for education. They are
encouraged to participate in diverse workshops and offline community
activities for teacher exchange in APEC region. |
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Teacher Reporters have opportunity to exchange
their own culture and interests with other teachers in another
APEC economies. Diverse international collaborative projects
or ideas will be activated. |
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Teacher Reporters are required to have the high
level of ICT utilization skill in education, and to have great
interest in promoting ICT utilization in teaching practice.
No limitation in major. |
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They are required to have technical skills using
MS Word or HTML, and basic ICT knowledge and skills, that is,
developing homepages, handling graphic software, and so on. |
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They are required to have strong writing skills
for webzine article, and be wide open to internationally collaborate
with teachers in APEC economies.
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English fluency necessary |
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Open to globalization, and active ICT utilization
in education |
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Each participating government organizes its own teacher reporter
group. Ministry of Education or educational institutions of each
economy recommend teachers who have strong ability in ICT utilization
in Education. Reviewing their CVs, ACEN advisory committee in the
economy selects appropriate teachers who satisfy the above Teacher
Reporter requirements. The teacher reporter group consists of 15~20
secondary school teachers per economy. The number of teacher reporters
in each economy may be flexible.
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Teacher
Reporter List