tribune - technology - fall 2011

Technology is transforming the way

we live, work, play and, most importantly,

how we learn. At ISP, the eff ects have been

profound.

Changes in the way we access informa-

tion, together with developments in the

tools we use to process information, will

mean fundamental changes to the nature

of teaching and learning.

New skills will be required to keep pace

with these changes and to manage the vast

amount of information available. ‘Learning

how to learn’ will become more important

than ever. The role of the teacher will be

to inspire and to facilitate rather than to

transfer knowledge.

Managed correctly, these new technolo-

gies provide opportunities to explore and

develop personal creativity, to master new

concepts and to prepare for the challenges

of the future.

In these pages, you will see how tech-

nology is enabling teaching and learning at

the International School of Paris.

VOLUME 20 – FALL 2011

From the Head of School ............................. 2

Is Technology Making us Stupid? ............ 2

The Role of Technology in Education .... 3

Technology at the Youngest Level .......... 4

Wikid Wikis @ ISP ........................................... 5

Cloud Computing Comes to ISP ............... 7

Facilitating e-Learning .................................. 8

Cutting Edge Science & Design Tools ... 9

Creative Arts ................................................... 10

From the ISP Library to Silicon Valley .... 12

the tribuneThe Journal of the International School of Paris

Enabling Technology at ISP

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Volume 20 – Fall 2011 1

The fi rst time I used a

computer, it was as a temp in a

bank in Venezuela. It was an

IBM and did not need an eraser

ribbon! It was only when

getting a Master’s in the UK, that

I was encouraged to send

emails. One of my professors

taught me this new skill, and it

was a revelation!

When I observe ISP students

in classrooms today, I am struck

by how much the world has

changed since those early days

in my career. Word processing

was unheard of, let alone SMART

Boards, Netbooks, iPod touches

or iPhones. But what was

important to me then is just as

important to our students now:

having a teacher who inspires

them to learn.

At ISP, we have many “power

users”, teachers and administra-

tors who understand how to

encourage and model so that

others learn new technologies,

and especially, how to use

technology to facilitate learning.

In this edition of the Tribune,

you will see how much learning

is enhanced through these new

tools; and you will also under-

stand the importance of teach-

ers who, like mine in graduate

school, take the time (and

patience) to teach our commu-

nity members new skills.

Investing in these tools AND

inspiring others to use them

eff ectively is key.

From the Head of SchoolAudrey Peverelli

A recent conversation between a parent and child:

Parent: So what did you learn at school today?

Student: I went to the Project Gutenberg site and downloaded a copy of the

original edition of Newton’s Principia and saw the equations of motion as

he wrote them. Next, I listened to music composed on Cubase, recorded my

impressions on my iPod and added them to my e-portfolio. Finally, I worked

with a Portuguese student in Angola on a Prezi presentation – he didn’t

speak English so we used Google translate to chat.

Parent: That sounds like fun – but what did you learn?

There is no doubt that technology is changing the way we learn, but

some have suggested that manifestations of technology, like the multime-

dia-rich environment of the Internet and ‘texting’, could actually be harm-

ing us by diminishing our ability to concentrate and to perform basic skills

such as reading and writing.

Are there grounds for such fears? Could technology be making us stupid?

These concerns are simply the same kind of negative feedback that

always accompanies any signifi cant change in the way we do things. For

every negative interpretation, there is an equally powerful positive one.

It is true that Googling makes it ridiculously easy to fi nd the answers to

straightforward questions – but surely that is good news – it means we can

ask harder questions. The Internet does facilitate rapid and superfi cial study,

but at the same time, it also encourages multi-tasking and quick thinking.

And what about the claims that language will suff er?

Language is about communication and develops naturally as the means

and channels of communication change. With hyperlinks, meta-tags and

word clouds, language may become richer, more visual, deeper and more

powerful. The possibilities are endless.

There is one thing we can be sure is never smart – making sweeping

predictions about the future of technology.

Is Technology Making Us Stupid?Paul Tagg, IT Director

Everything that can be invented has been invented. —Charles H. Duell,

U.S. Offi ce of Patents,

1899

I think there is a world market for maybe 5 computers. —Thomas Watson IBM

chairman 1943

640Kb ought to be enough for anybody.

—Bill Gates, then CEO

of Microsoft, 1981

2 the tribune — The Journal of the International School of Paris — www.isparis.eduThe Journal of the International School of Paris — www.isparis.edu

It is clear from the preceding

article that there is general opti-

mism about technology – but what

about its current role in education?

Here are three questions that

are frequently asked by parents

and are the subject of lively debate

amongst educators.

Does technology in the classroom

really enhance teaching and

learning?

Yes, of course, technology can

and does enhance teaching and

learning, but this does not happen

automatically when the technology

is installed. It requires commitment

from the teachers and a consider-

able investment in training and

support from management.

When technology is used merely

as a substitute for teaching, the

outcomes will not be good. We

have SMART boards in most

classrooms but the boards them-

selves are not smart – they are

just a tool to enable creative and

inspirational teaching.

One area where the eff ective-

ness of technology has been

demonstrated quantifi ably is the

use of language software that can

compare the waveform of a stu-

dent’s speech with that of a native

speaker. This provides the student

with visual and aural feedback to

improve pronunciation.

Technology can be used to

support diff erentiation in the class-

room, promote collaboration and

provide an excellent framework for

independent study.

Technology was taught as a sepa-

rate specialized subject; why has

this changed?

A simple way to describe the

change would be this: whereas it

used to be: ‘How does the technol-

ogy work?’, now it is: ‘What can you

do with the technology?’

The availability, accessibility

and functionality of technology

means that it can be integrated

eff ectively into almost any area of

the curriculum. Indeed, the move

to a cross-curricular integration

of Information Communication

Technology (ICT) in the PYP is

because in the real world almost

every career uses technology.

The previous generation of stu-

dents may have been largely media

consumers; this generation will be

media producers. In fact, it is quite

likely that in the near future the

concept of ‘technology as a tool’

will disappear as technology will

become an integral part of the way

we learn.

Is technology changing the

relationship between teachers

and students?

It is evident that the old para-

digm of ‘teacher as the possessor

of information’ is already chang-

ing. Today, the role of the teacher

resembles that of a facilitator,

guide and collaborator who

provides a context for learning

and for navigating the learning

environment.

For example, distance learning

used to be a niche market, and now

it is mainstream. Online content

used to be the exception, now it

is the rule. Internet-based social

media allow teachers to use Tweets

and RSS feeds to engage their

students and provides a variety of

channels with which they can push

information to students.

Technology is blurring the

distinction between studying and

working and will make it easier

for the new generation to become

lifelong learners. But perhaps, most

signifi cantly, technology and the

Internet are fueling an unparalleled

democratization of education,

the eff ects of which are only just

becoming apparent.

As to the question of where

this will lead, we are currently in a

transitional stage. This generation

of teachers and students will be

the last to span the divide between

digital immigrant and digital

native. The answer to this will be

only provided by the upcoming

generation.

The Role of Technology in EducationPaul Tagg, IT Director

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Students using

roamers to explore

angle, direction and

distance.

A digital dictionary

speeds up language

learning as a student

prepares a science

experiment.

Using SMART Board

Notebook tools to

express personalities

in a Grade 2 class.

Using Netbooks to

take a virtual tour of

the neighborhood

with Google Maps.

From science and mathematics to languages, art

and music, the teaching and learning of technology

is integrated in all aspects of the curriculum at the

Primary School.

Rather than being taught as a distinct subject,

Information and Communication Technologies (ICT) is

treated as a cross-curricular tool that allows students

of all ages to be actively involved in interactive com-

munication and the exchange of information. In an

ever-changing world, we strive to give our youngest

students the skills and dispositions to access, process

and convey complex information using the technologi-

cal resources they have available to them.

Information often presents itself in various forms,

beyond the written word, through symbols, codes,

images and sounds. To help students decipher com-

plex information, we give them access to a wide variety

of resources, from the more familiar (laptops, micro-

phones and printers) to the more complex (calculators,

digital cameras and Roamers, digital mapping devices

which navigate spaces and explore the concepts of

direction and angle). We have also equipped most of

our classrooms with SMART interactive whiteboards so

that the entire learning experience is interactive and

engaging, for both students and teachers.

Technology changes at a fast pace and we are lucky

at ISP to be able to keep up with innovative new

resources that facilitate eff ective teaching and learn-

ing. Although we know that the technological tools

the students will have available to them as adults will

surely diff er greatly from what we can off er them now

in our classroom, it is our goal to teach them to adapt

quickly to the new technologies they will encounter.

ICT in the Primary School: Class Projects

As a school, ISP plans opportunities for students to

use ICT to control devices and applications, to explore

multimedia, to design visuals, to write, and fi nally, to

manipulate data and perform research. To the right are

a few examples of students and teachers using tech-

nology in the classroom.

Incorporating Technology at the Youngest Level

“The digital revolution is far more signifi cant than the

invention of writing or even of printing.”

- Douglas Engelbart, American co-inventor of the

computer mouse, born 1925

Sean Walker, PYP Coordinator

4 the tribune — The Journal of the International School of Paris — www.isparis.edu

Wikid Wikis @ ISP Ling Lange, E-learning Facilitator

layout these images

ISP has been revolutionizing

student learning through the use

of new technology. One of the

school’s most successful projects

has been the use of wikispaces to

promote student learning and

collaboration in the classroom.

Wiki means ‘quick’ in the

Hawaiian language. A wiki is

a webpage where diff erent

resources can be uploaded to

facilitate learning and promote

active collaboration between

students, teachers and parents.

The magic of wiki comes from its

nature of being so intuitive and

quick to master. Both teachers and

students use it as a great learning

and teaching tool.

From any internet connection,

teachers can upload interesting

links with interactive activities

for students. They can also post

inquiries, set up forums and host

discussion pages to continue

building student thinking and

writing skills outside of the class-

room. Students are encouraged

to voice their opinions, ask ques-

tions and discuss current units

and topics. Parents and members

of the broader school community

can also view and contribute to

wikispaces.

Wikis in the Primary School

Wikis have been especially

popular in the Primary School

where over 80% of teachers have

developed pages for their class-

room in just one year.

Wikis extend learning beyond

the confi nes of the school and

Paris; both students and parents

can access ISP learning from

anywhere in the world!

Here are just 7 wikid ways

teachers have used these online

collaborative learning spaces to

promote teaching and learning:

• An interactive learning space

for parents, teachers and students.

• A collaborative online

tool allowing students to work

together on a project.

• A class discussion forum

where students can learn from

each other.

• A resource center for teachers

to share their teaching materials

with students and colleagues.

• An eff ective ‘homework’ mes-

senger — no more missing papers

since every day’s homework is

updated before the end of the day.

• An effi cient communications

tool homeroom teachers can use

to keep parents informed about

school life. For example, the

Primary Performing Arts Team used

the wiki to announce rehearsal

schedules and information.

Examples of class

wiki pages in the

Primary School (from

left to right, PE,

Grade 2, Grade 1 and

EAL (English as an

Additional Language).


What is ‘Cloud Computing’?

All great ideas are obvious

with hindsight – genius lies in the

ability to see the future before it

happens.

From a secret military network

of a handful of computers in the

early 1970’s, it was nearly 25

years before the Internet took the

form that we know today. By that

time, PCs were common in homes

and offi ces, and communication by

email was not new. Nonetheless, it

was still a further two years before

Sabeer Bhatia and Jack Smith had

the inspiration to set up the fi rst

web-based email system, and in

1996, Hotmail was born.

Why would anyone want an

email system they could only use

in one location if they could have

one that would be available from

any computer connected to the

Internet? Microsoft liked the idea

so much that in 1997, they bought

the company for an estimated sum

of $400m. ‘Cloud computing’ is

just an extension of this idea to

include a whole range of web-

based services and applications.

Computer network diagrams

traditionally represent the

Internet as a cloud to which a

company’s physical network, a

storage place for most systems

and documents, is connected.

Now, with faster connection

speeds and more ‘open platform’

applications, things have changed.

These changes are made possible

by the huge increase in the speed

at which data can be transmitted

and by the rapid development of

interactive online applications.

The Need for Speed

Critical for the success of cloud Critical for the success of cloud

computing is a fast connection computing is a fast connection

speed, and this was the driving

force behind ISP’s recent upgrade

to fi ber optic cables.

Digital information is transmit-

ted in binary digits or bits (0 or 1),

and the faster the bits move, the

more information can be transmit-

ted. The earliest modems man-

aged about 300 bits per second

(bps). In other words, a 30-minute

video in high defi nition (about 1

Gigabyte) would take over a year

to download!

By the mid 1990’s, a typical

speed was 19.2Kbps which could

download the same video in

only fi ve days. At ISP, our recent

upgrade has taken us from 4Mbps

(40 minutes for the download) to

100Mbps—meaning the video can

be downloaded in 90 seconds!

For those of you who want a

feel for what the future might

bring, the fastest download speed

achieved so far in research labora-

tories is around 30Tbps—equiva-

lent to two months of continuous

HD video every second!

Speed and accessibility are a

now a powerful combination and

at the heart of ISP’s strategy to

develop IT services to support

teaching and learning and stream-

line the school’s business and

communication processes.

What’s in the Cloud?

There are dozens of online sys-

tems in the ‘cloud’ that students,

parents, teachers and staff access

on a regular basis – on this page

we describe just eight of them.

One of the advantages of ‘cloud

computing’ is that we can con-

tinue to expand our systems and

services, adding tools and applica-

tions economically, without cor-

responding increases in internal IT

overheads.

So this is one cloud that really

does have a silver lining!

WikispacesWikispacesSimple web pages that provide an Simple web pages that provide an

excellent tool for online collaboration excellent tool for online collaboration

between students, teachers and parentsbetween students, teachers and parents

ISPortalISPortalParent access to student reports, schedules

and attendance information


Parent PortalSecure access to a private area of ISP’s

website with curricular and school

handbooks, calendar, directory, etc.

Parent PortalSecure access to a private area of ISP’s

for virtual browsing in the ISP library and for virtual browsing in the ISP library and

other educational resourcesother educational resources

MoodleMoodleAn open-source virtual learning environment An open-source virtual learning environment

where teachers can create online courses where teachers can create online courses

and activities for their studentsand activities for their students

WebPath ExpressA secure web-browser developed for

educational use – browse by topic,

theme or level – in a moderated and

safe online environment safe online environment

Google AppsGoogle AppsGoogle AppsGoogle AppsGoogle-hosted student email accounts Google-hosted student email accounts

(isparis.net) which provide for online ) which provide for online

document storage, sharing and collaboration document storage, sharing and collaboration

A tool used by teachers for curriculum A tool used by teachers for curriculum

planning and development, customized planning and development, customized

specifi cally for the IB Programme specifi cally for the IB Programme

DestinyOur online library system which allows Our online library system which allows

AtlasA tool used by teachers for curriculum A tool used by teachers for curriculum

Cloud Computing Comes to ISP at Fiber Optic Speed!

Volume 19 – Spring 2011 7

When Ling Lange enters a classroom, everyone

stops to listen. With her easy smile and amiable per-

sonality, she makes technology accessible and exciting

for even the most technophobic of teachers.

In 2009, Ling became ISP’s ‘e-learning Facilitator’.

Her mission was threefold: to provide support and

training for teachers in the use of classroom technol-

ogy; assist them in incorporating best practices for

embedding ICT in the Primary School; and, fi nally,

research and resource new technologies to enhance

teaching and learning

Two years later, and the results speak for them-

selves—teachers and students have never been more

engaged with technology, and many exciting new

initiatives are in the pipeline.

We spoke with Ling and asked her what she thought

the most successful aspects had been in each of the

following areas. Here is what she told us:

Classroom Technology

SMART Board training has been very popular. While

the boards themselves are easy to use at a basic level,

training allows teachers to exploit their full potential.

Training can be one-on-one or in small groups or as

a ‘master class’ workshop where experienced users

share ideas and work together to solve problems.

Currently, I am working with Secondary School lan-

guage teachers to develop materials that build on the

special features of the SMART Notebook software and

with Primary School teachers to demonstrate how they

can record and replay board activities using the SMART

capture tools.

Collaboration with Teachers

I work closely with the PYP Coordinator, Sean

Walker, to produce a detailed plan of how to embed

ICT in the curriculum across all grades and subjects to

best meet the requirements of the IB programme.

Collaboration is central to our e-learning strategy

and ‘team teaching’ collaborations model the behavior

we want to encourage in students. Wikispaces have

proven a great tool for this kind of activity. We have

also shown students how to collaborate on dynamic,

interactive presentations such as Prezi, which has

become an excellent tool to support their Exhibition

projects in Grade 5.

Resourcing New Technologies

New educational tools appear every day, and it

is my role to ‘test drive’ them and suggest the ones

most likely to support the curriculum. One area we

have given special attention to is e-safety. We have

materials that are aimed at both students and parents.

Our fi rst e-safety workshop for parents at the Primary

School was very popular, and we look forward to

delivering further sessions this year.

The Magic Ingredient

What is Ling’s magic ingredient? All the teachers

she works with are impressed by her infectious energy,

enthusiasm and ‘can do’ attitude, and all agree she has

the ability to inspire and to motivate. Just ask Danielle

Beaulieu, the Primary School Principal: “Ling inspires

teachers to take risks and gets people interested and

excited about learning new things and innovative prac-

tices. She convinces educators that what they think is

too diffi cult or complicated can be simple... Ling brings

equal amounts of both talent and devotion to her work;

she will say that she is just an ordinary person trying to

help others reach greatness using ideas and tools she has

learned, but I think she is quite extraordinary indeed.”

Facilitating e-Learning at ISPAn Interview with Ling Lange


In the last few years, techno-

logical tools have transformed

the Secondary School Science and

Design Technology Departments.

Much of this has been made pos-

sible through fundraising eff orts

and generous donations from

parents and corporations.

In the Science Department,

new technology has helped our

teachers and students in numer-

ous ways; we can do things more

accurately and with greater speed,

and the best part is we can share

it all with each other. Specialized

software allows students to run

various kinds of simulations. For

example, science students can

run a simulation to investigate

the eff ects of smoking on human

health or the eff ect of acid rain on

plants over time.

In biology and chemistry, lap-

tops equipped with data loggers

(called Vernier probes), equip-

ment usually found in universities,

allow students to measure with

precision, variables such as pH

levels, gas pressure, solution con-

centrations and light absorbency.

Spectrophotometers, spec-

trometers and colorimeters allow

students in physics and chemistry

to measure light emission and

absorbency, wavelengths and how

light passes through a solution.

An autoclave, which is like a pres-

sure cooker that can be used for

sterilization, is used for teaching

micro-biology.

In the Technology depart-

ment, two new recent additions

are enabling Design Technology

classes to use advanced computer

aided design (CAD) and computer

aided manufacturing (CAM) to

improve the accuracy and quality

of their work.

The 3-D printer uses pro-

fessional software (Autodesk

Inventor) to produce prototype

quality objects in a durable

plastic. Thanks to a very gener-

ous grant from Dresser-Rand, the

laser cutter is enabling students

to design with precision, enhanc-

ing their skills and giving more

freedom to their design work.

Both pieces of equipment will

also allow the development of an

integrated technology curriculum

and enable students to make more

direct links between the work they

do in school and the products they

see in the market place.

Cutting Edge Science & Design Tools

“Design and Computer Technology are both valuable because, in creat-

ing something by ourselves, we learn safety precautions and what tools

to use. We can be creative so we will know how to use this technology

on our own in the future.” Samantha and Nicole Pallat, Grade 7

Design technology

students love the new

laser cutter (above

left), a generous gift

from Dresser-Rand,

which allows them

to cut and engrave

textiles. The new

3-D printer has been

greeted with equal

enthusiasm. Here it

renders a model of a

hand (above right).

Using a colorimeter,

an instrument which

measures the per-

centage of light

transmission, in the

biology lab.

Jean Sampson, Head of Technology & Mariana Martini, Head of Science


Artwork created using

Photoshop based

on manipulations of

photos a Grade 10

student took during a

trip to the Cevennes.

Using the MAC lab to

compose music (left).

Samples of student-

produced musical

scores composed

with the program

Sibelius (right).

“Music technology has transformed the schemes of work dramatically and made composing much

more ‘hands on’ and exciting for our students. Composing is an essential part of the music MYP

and IB programmes, and the software in the Mac Lab has given all students, no matter what their

musical ability, a chance to experiment and produce their own pieces.” Nicole Lathuillerie, Music Teacher


In 2010, ISP opened a Creative

Arts Suite in the Secondary School,

the biggest deployment to date of

Apple technology in the classroom.

This Mac Lab was made possible, in

part, through a generous grant from

the Rumsey-Cartier Foundation.

Eighteen iMacs with 21.5-inch

screens featuring Adobe CS5 soft-

ware have provided Visual Arts and

Computer and Design Technology

students with a genuinely profes-

sional design environment. Since

its inauguration almost a year ago,

students have been taking their

creative impulses to a new and

exciting digital level.

State-of-the-art machines,

together with industry standard

software, have proven a very

powerful combination, as demon-

strated by some of the projects

students are working on in their

music and visual arts classes

(facing page).

Music Making

Music classes have benefi tted

enormously from this Mac lab.

Each workstation is equipped with

a MIDI keyboard and a range of

sophisticated music and multime-

dia software, in particular programs

such as Cubase and Sibelius, which

students use to compose their

own songs.

In Grade 8, for example, students

learned how to create a piece of

Minimalism using Sibelius, a music

notation software which contains

over 1,000 diff erent instruments.

The goal of this course was to

help students develop listen-

ing and composing skills and to

help increase their awareness of

the diff erent techniques used by

composers.

In Grade 10, students chose

a famous classical music or fi lm

theme, folk tune or a pop hit with

a simple melody. Using Cubase,

they changed the arrangement by

adding chords, a secondary melody

and bass line.

Visual Arts

In Visual Arts, MYP and Diploma

students have been using Adobe

Creative Suite 5 to learn creative

ways to manipulate photographs

and to create photomontages.

On the opposite page is an

example of the type of work some

of our Grade 10 students have

done using Photoshop.

Students were asked to take

photographs of natural and man-

made objects during their trip to

the Cevennes. Back at ISP, they

learned to manipulate the colors

on these photographs and then

create a montage, by using one

photo and pasting it into another.

At ISP, students are not imagin-

ing the possibilities, they are

realizing them!

Using Cubase to

change the arrange-

ment of a famous

classical piece, pop

hit or theme song.

Creative Arts – Imagine the Possibilities!Elizabeth Farabee, Communications Manager


“Technology is just one part of a good IT solution to

a business problem... addressing people and process are

equally as important... if not more.”

For any technology geek, it is easy to get caught up

in the latest innovations and inventions—whether they

be smart phones or tablets, personal or professional

social media (Facebook, LinkedIn), on-premise enter-

prise applications (SAP, Oracle, HP) or cloud-based

SaaS (Software as a Service) off erings (Salesforce.com,

Google, Adobe). However, to deliver successfully a

solution against the thorniest business problems, the

challenge is addressing people, processes and technol-

ogy all together.

Looking back at my ISP high school days, I was not

that interested in technology, though I do distinctly

recall trying to navigate the tiny brown chiclet key-

board of the Minitel in the school library. Back then, I

was much more interested in math, biology and tennis,

but I like to think that the technology seed was planted

somewhere between my formative years playing video

games and the brown Minitel at ISP.

My path over the last two decades has focused

increasingly on technology, specifi cally information

technology solutions for business operations. I gradu-

ated from the University of Virginia with undergradu-

ate and graduate degrees in Management Information

Systems and co-developed one of the fi rst computer-

based training text books in the U.S. I then moved

into IT consulting for government clients before pur-

suing an MBA at INSEAD and working for two years in

Switzerland. I have now settled down in Silicon Valley

where I live with my wife and two young boys and work

for Adobe Systems Incorporated.

Throughout my career, I have continually been

amazed at just how important the human factor is to

solving business problems. Technology operates in

an accelerating and ever-changing landscape that is

changing the world in which we live and work. It chal-

lenges both individuals and industries to constantly

reinvent themselves and rewards handsomely those

that innovate and persevere. Both are qualities ISP val-

ues and fosters in its students.

As I write this article, I cannot help but smile at cher-

ished recollections of studying in cafés with friends

or working late after school on the yearbook in a truly

international setting. In these activities and others, I

was ultimately learning how to be an educated and cul-

turally aware citizen of the world, and this has helped

me to succeed.

I am pleased to see that technology is becoming an

increasingly important element of the ISP curriculum.

I hope this inspires more graduates to pursue careers

which involve developing and creating new technolo-

gies. My advice to ISP students? Whatever it is that you

have a passion for in school and in life, always endeavor

to love what you do and do what you love.

ISP - Secondary School - 6, rue Beethoven, 75016 Paris - Tel: 01 42 24 09 54 - Fax: 01 45 27 15 93ISP - Primary School - 96 bis, rue du Ranelagh, 75016 Paris - Tel: 01 42 24 43 40 - Fax: 01 42 24 69 14www.isparis.edu - [email protected] - [email protected]

Head of School: Audrey Peverelli Editors: Carrie Levenson-Wahl, Elizabeth Farabee Design: A. Tunick (www.atunick.com) Printed on Forest Stewardship Council (FSC) Certifi ed Paper

From the ISP Library to Silicon ValleyStuart Wong, Class of 1989

“I believe that the international fabric of ISP provided me with the foundations to build

and nurture cultural sensitivity and awareness—skills critical to success in today’s

world in almost any profession.”


tribune - technology - fall 2011

Documents

new tools

new concepts

new technologies

isp students

role of technology

facilitating elearning

isp library

graduate school