Nicole CreccaMargaret Diehl

Martha DeMartiniJim Farmer

Barbara FieldJillian Franciscovich

Sari FrickerBill Grabowski

Different Ages Can Work Together

and Learn From One Another

In today’s society too often children and young adults are disconnecting from generations of the

past. Technology can help bridge the gap

between the ages. Fear of the unknown with seniors and technology puts limitations on their

ability to connect with the outside world.

Creating a two way bridge between young

children and seniors can assist

narrowing the gap.

Potential Funding (Partners):

Community Businesses - Contact local businesses such as camera shops, computer stores, and cell phone companies to see if they would donate hardware, software, and their expertise for training. This would provide positive advertising for them.

Community Members – Contact local papers to report on project and the need for funding. Community members and other local business could become benefactors for the project.

Large Companies- If local companies cannot afford to provide for the project, contact larger companies such as Dell, Apple, and Sony.

Potential Funding (Partners):

Community Businesses - Contact local businesses such as camera shops, computer stores, and cell phone companies to see if they would donate hardware, software, and their expertise for training. This would provide positive advertising for them.

Community Members – Contact local papers to report on project and the need for funding. Community members and other local business could become benefactors for the project.

Large Companies- If local companies cannot afford to provide for the project, contact larger companies such as Dell, Apple, and Sony.

Potential ResourcesLocal Schools - This project may be opened up to many schools and children of all ages. Different ages can work together and learn from each other. Older children can act as mentors for the younger ones. Many teachers will be needed as well to help facilitate.

Local Nursing Homes – Start with one facility and work together with the staff. Children might need to learn some strategies when working with some of the older residents. Eventually the program can branch out to other nursing homes.

Community Businesses - Those who may not be able to afford funding for the project, may be able to donate their time. They can help train the kids and/or seniors.

Community Members – Poll community members to see what strengths they have and determine where they can help. Perhaps they can help with the technology aspect or help children understand how to work with older people who may have dementia, Alzheimer’s, physical limitations, etc.

Historical Societies – Help find information or artifacts to bridge the past and present. Could be especially helpful filling in “gaps” in information or chronology; provide a link between the individual and what was happening locally and in the larger world at a particular time.

Technologies that Might Be UsedComputer for each senior/resident

Digital cameras

Digital video recorder

LCD projector and screens

Cell phones

Storage media: flash drives, CD-Roms, etc.

Video conferencing equipment: webcams, etc.

Technologies that Might Be UsedComputer for each senior/resident

Digital cameras

Digital video recorder

LCD projector and screens

Cell phones

Storage media: flash drives, CD-Roms, etc.

Video conferencing equipment: webcams, etc.

Key Elements AddressedThis project would address all the key elements

It includes children as desired, vital, and contributing partners with others in a learning community.

It naturally links people of all ages and backgrounds with cultural and community resources on Long Island. The experts and the people who have passion for a particular learning experience collaborate with children and adults to create something (meaningful) valuable for all.

It naturally links with family members, inviting parents, grandparents, and siblings to be partners in learning, action, and society.

It extends into and beyond school or work days to a more holistic view of life and living. It blurs work and play or obligation/responsibility and desire/choice.

It builds caring, meaning, and self-worth.

It values emotional, psychological, physical, and social well-being.

It has components that would change or be dramatically enhanced with powerful tools of electronic communications and multimedia expressioning being used well. It builds activities that exist as vital in themselves, separate and off the computer. The village works to balance what is most successfully done on and off the computer.

Art, dance, music, writing, speech, and other types of expression become the aesthetic domains of all people. Gifted communicators play leadership roles in a system valuing the power of well articulated and designed expressions. An electronic “expressioning” center next year in the village will interactively assist people to develop their dreams and ideas.

It crosses academic disciplines often blurring the very sense of a particular discipline and building a wholistic, natural learning experience. It is energizing and intrinsically motivating for children and adults.

NYS curriculum and standards fit naturally within village actions. Issues of demonstrated competencies using all levels of Bloom’s taxonomy and accountability for learning as measured by testing using valid and reliable measures fit within EEV actions. EEV actions model acquiring skills and knowledge while engaged in constructivist learning and activity. Learning that engages learners is authentic and meaningful and seems naturally motivating. Once learners are engaged and motivated, the process of learning has the natural foundation to happen. Students learn while contributing. Learning can be measured and reported.

Key Elements AddressedThis project would address all the key elements

It includes children as desired, vital, and contributing partners with others in a learning community.

It naturally links people of all ages and backgrounds with cultural and community resources on Long Island. The experts and the people who have passion for a particular learning experience collaborate with children and adults to create something (meaningful) valuable for all.

It naturally links with family members, inviting parents, grandparents, and siblings to be partners in learning, action, and society.

It extends into and beyond school or work days to a more holistic view of life and living. It blurs work and play or obligation/responsibility and desire/choice.

It builds caring, meaning, and self-worth.

It values emotional, psychological, physical, and social well-being.

It has components that would change or be dramatically enhanced with powerful tools of electronic communications and multimedia expressioning being used well. It builds activities that exist as vital in themselves, separate and off the computer. The village works to balance what is most successfully done on and off the computer.

Art, dance, music, writing, speech, and other types of expression become the aesthetic domains of all people. Gifted communicators play leadership roles in a system valuing the power of well articulated and designed expressions. An electronic “expressioning” center next year in the village will interactively assist people to develop their dreams and ideas.

It crosses academic disciplines often blurring the very sense of a particular discipline and building a wholistic, natural learning experience. It is energizing and intrinsically motivating for children and adults.

NYS curriculum and standards fit naturally within village actions. Issues of demonstrated competencies using all levels of Bloom’s taxonomy and accountability for learning as measured by testing using valid and reliable measures fit within EEV actions. EEV actions model acquiring skills and knowledge while engaged in constructivist learning and activity. Learning that engages learners is authentic and meaningful and seems naturally motivating. Once learners are engaged and motivated, the process of learning has the natural foundation to happen. Students learn while contributing. Learning can be measured and reported.