1. TakingITGlobal
Youth making global connections - a social network
for social good
http://takingitglobal.org

2. Mission: To provide opportunities for learning, capacity-
building, cross-cultural awareness, and self-development
through the use of information and communication
technologies.
Vision: Youth everywhere are actively inspired, informed
and actively involved in shaping our world.
Hits per day: 1.8 million

3. Inspire •Learn about global social issues
•Meet young global leaders
Inform •Discuss local and global concerns
•Connect with peers and related organisations
•Share art and writing
•Join action projects
Involve •Start a project and recruit members to help
•Host events, find funding, network
•Volunteer within the community
•Translate, promote, and make it local

4. Let’s wonder together…
If young people were actively
engaged in all aspects of society, and
thought of themselves as
community leaders, problem-
solvers, role models, mentors and
key ‘stakeholders’…how would the
world change?
- Jennifer Corriero, Executive Director, TIG

5. The New Zealand Curriculum takes as its
starting point a vision of our young people as lifelong
learners who are confident and creative, connected,
and actively involved.
Global awareness and understanding across cultures is key to the
future of the planet. TakingITGlobal helps to prepare students and
youth for today's knowledge economy - engaging them in local
and global issues through an interactive online platform.

6. Secure environment
Collaborative Resource rich
Why get involved
with
Global Monitored
Researched MoE Supported
Educational community

7. Collaborative
Enable powerful, authentic learning
experiences as students connect with
individuals and organisations around the
world and collaborate with them.
Statistics
Over 200,000 current members
Key Competency - Participating and contributing is about being
actively involved in communities. They may be local, national or
global.

8. Collaboration in Action
Survivor Galt Project
TakingITGlobal

9. Collaboration in Action
Survivor Galt Project
Using the discussion board in their
TIGed classroom, students started a
dialogue with Zimbe Moses, focusing
on issues his community faces, such
as poverty and HIV/AIDS.

10. Collaboration in Action
Survivor Galt Project - Taking Action
Jennifer’s class raised money for the
orphanage in Uganda by having a 24
hour collaboration evening at the
school gym where her class talked to
people from all over the globe who
were using TIG to make a positive
difference in the world. Her class
raised over $600.
http://www.tiged.org/bestpractices
More educational examples here

11. Community - Discussion Boards
Gain multiple perspectives on current issues from those
directly involved

12. Action Tools - Projects
Join an established project or create your own

13. Global
Introduce students to youth-oriented
perspectives from around the world on
today's pressing global issues
Statistics
Over 200 countries represented by
the TIG community
Key Competency - Relating to others is about interacting effectively
with a diverse range of people in a variety of contexts.

14. Importance of
Being Globally
Aware
•21st century students will be working in
a global economy and will need to have a
broader understanding of other countries
and cultures to succeed.
•Individuals and organisations around the
world will need to collaborate to
overcome pressing global issues.

15. TakingITGlobal
Demographics

16. The conflict in Gaza - View from Palestine
“I am eyewitness from Gaza ...Hamas and othere
factions are trying to defend palestinians from the
continuing masacres ,invasions,airstrikes . hey ,
Palestinian factions do not own
tanks,warplanes ,warships and rockets ... they have
homemade missiles , minds and simple weapons , they
cannot do anything against israeli great powerfull
army”

17. Resource rich
A huge bank of tools and resources to
help students understand issues and
learn from other members.
Statistics
Over 1 million pages of content
Key competency - Thinking is about using creative, critical, and
metacognitive processes to make sense of information,
experiences, and ideas.

18. The General
TIG Site

19. Community
This section of TakingITGlobal focuses on online community
building and cross cultural dialogue, and includes discussion
boards, profiles, and member stories.
Take Action
This section of TakingITGlobal provides ways to take action on
local and global levels. These readily accessible tools include
Project Pages, Commitments, Petitions and Groups.
Resources
This section of TakingITGlobal contains our databases of
resources, members can access thousands of listings from all
over the world: events, toolkits, organisations or opportunities.

20. Youth Media
This section of TakingITGlobal provides platforms on which to
share your expressions with other members. Thoughtful and
creative expression happens on a daily basis through the Global
Gallery, blogs and Panorama Zine, a collection of youth media.
Global Issues
Members and guests can learn about background information on
pressing global issues such as peace, health and culture, and
are provided links to relevant articles, major policy documents,
and key international events.
Resources
This section of TakingITGlobal contains our databases of
resources, members can access thousands of listings from all
over the world: events, toolkits, organisations or opportunities.

21. Resources - Toolkits and Publications
Excellent resources for how to take action

23. Global
Issues
Broader
information
on the overall
topic
including
useful links

24. Regions
Regional and
country
information.

25. Multi-modal
Participate on the site in a range of ways
such as through images and video.
Statistics
14451 images in the Global Gallery
Key competency - Using language, symbols and texts. Students
who are competent users of language,symbols, and texts can
interpret and use words, number, images, movement, metaphor,
and technologies in a range of contexts.

26. Art work for expression

27. Games to help understand concepts

28. Games to help understand concepts

29. Moderated
Content on TIG is checked to make sure
it is appropriate. Members can also
report any inappropriate content they
find on the site. Virtual volunteers work
alongisde TIG staff to check on content.
Statistics
All content goes through a machine driven
language filter that looks for around 200
inappropriate words
Apart from blogs, all other content is checked
before it appears on the site.

30. Ministry of Education Supported
•The MoE have contributed funding to this
project so that schools can be involved at a
heavily subsidised rate.
•TIG is seen as one way to implement the
new curriculum and key competencies.
Facts
The MoE, CORE Education and TIG have
signed a three year contract to support TIG in
schools.

31. Researched
•A study was conducted in 2008 and
involved a survey that was completed by
380 members and a more in-depth
interview with 23 youth and educators to
assess the impact of the network.
•Educational projects are shared through
best practices with reflections by
participants.

32. Researched
Formed friendships
Formed collaborations
Formed cross-cultural collaborations
100
75
50
25
0
2008

33. Researched - quotes from projects
“My understanding of it has grown deeper through the things
that I automatically assumed were true, weren’t true and my
perspective changed entirely and my opinions are different.”
Jeffrey - student
“We had expected some of the students to be overwhelmed by
the amount of anticipated work, but they appeared to have taken
on some of the TIGed spirit; they felt empowered, enthused, and
challenged”
Ann - Teacher

34. Spectrum of Youth Engagement
(TIG research)
Disengaged Under-engaged Engaged Highly -engaged Over -engaged
• Lack of • May be aware of •Awareness of • Understanding • High level of
awareness or issues and have issues, want to and involvement commitment to
misconception of the desire to act make a difference in issues of addressing
• Moved to act in
issues but face barriers concern focused issues of
• Apathy • Desire and
to participation formal and/or concern
• Don't know, • May take
(political, informal contexts capacity to take
•Access to
Don't care socioeconomic, action on issues opportunities
• Unwilling to step • Experiences in
cultural) resources from others as
•Lack access to •Relies on support
out of comfort leadership they are over
• Often turned to
zone resources and networks and relied on for their
• May have the opportunities capacity building for advice, relied expertise and
•Less experience
capacity but little experiences upon as an ability to
•Need for capacity •Motivates others
desire to engage expert 'represent' youth
• May lack access • Over-extended
building to engage
to opportunities may affect ability
to deliver
• May intimidate
others

35. Educational community
The TIGed Community
• 12731 Students
• 2896 Teachers
• 1432 Classes
• 976 Schools
• 155 Activities
• 72 Countries

36. TIGed - Community
Search a database of
lessons posted by other
educators or communicate
with other educators
through the forum.

37. TIGed - Resources
Activities including
thematic classrooms
compiled by TIG staff.

38. TIGed - My classes
Set assignments with TIG content as
a resource
Each student can have a separate
blog (private or published to TIG)
Students can publish writing to this
space
Integration with Google Apps - each
student can have a name@tig.org
address to use with Google tools

39. Virtual classroom
opportunities
Have your own private discussion
forums to explore issues
Publish art work and photography in
your own protected space
Link your classroom to a YouTube
channel to include videos
Create maps related to your
studies using mapping tool

40. Joining my virtual
classroom demo
You can join as a student by visiting this
link:
http://collaboration.tiged.org/educators/
register/
The registration code is joinsoc
Or join as an associate teacher by visiting
this link:
http://collaboration.tiged.org/educators/
assistant/
The registration code is teachsoc

41. ENGAGE ON
GAZA
How are you going to
proceed???
Teacher generated exercise

42. Community - Discussion Boards
Gain multiple perspectives on current issues from those
directly involved

43. The conflict in Gaza - View from Palestine
“I am eyewitness from Gaza ...Hamas and othere
factions are trying to defend palestinians from the
continuing masacres ,invasions,airstrikes . hey ,
Palestinian factions do not own
tanks,warplanes ,warships and rockets ... they have
homemade missiles , minds and simple weapons , they
cannot do anything against israeli great powerfull
army...Human who keep sillent of Israeli masacres and
Holocost against Palestinian is main part of it .”

44. The conflict in Gaza - View from US supporter of Israel
“You said Hamas won legitimate elections - I have
some questions for you...
1 - do you think there is any chance they would allow
new free elections in Gaza now? If not how can they
maintain democratic legitimacy?
2 - if Bin Laden was elected in Canada tomorrow and
declared his intention of destroying the United States,
then started firing missiles at us - how would you
expect our government to react?

45. Action Tools - Commitments
Investigate a call to action by looking at it from all angles

46. Action Tools - Petitions
Petitions can be started on a range of issues

47. Action Tools - Projects
Join an established project or create your own

48. Resources - Organisations
Find an organisation that works in this area

49. Resources - Events
Learn about events happening or publicise

50. Resources - Toolkits and Publications
Excellent resources for how to take action

51. Youth Media - Blogs
Read blog posts by members from all over the world (searchable)

52. Youth Media - Global Gallery
Art work for expression

53. Youth Media - Global Gallery
Art work for expression

54. Youth Media - Panorama Zine
Articles give more in-depth coverage of topics
Once I got out of Rafah gate I felt every thing has been changed
after two years of expatriation to do my Master degree. During the
trip to my house, passing by Rafah, I saw devastation, families who
were the victims of human rights violations, the walls were covered
with bloodstains, houses turned into ruins

55. Youth Media - Panorama Zine
Articles give more in-depth coverage of topics
I propose that they exert their influence because it will in fact be
beneficial for them, as well as the populations of both Palestine and
Israel. This benefit, to which I allude, is political, as a decline in
pressure and an increase in support would unquestionably
converge to serve American political goals.

56. Global Issues - Peace
Broader information on the overall topic including useful links

57. Global Issues - Peace
Broader information on the overall topic including useful links

58. Global Issues - Peace
Broader information on the overall topic including useful links

59. Global Issues - Peace
Broader information on the overall topic including useful links

60. Regions - Middle East
Region and country information