GKE recognizes that the Internet
is a powerful influence on 21st century learning.
The pace and magnitude of learning can be transformed
by effective deployment of technology-assisted methodologies
and digital age innovation.
GKE
strives to place the empowering tools of learning
in the hands of the learner. With full engagement
of the learner, demonstrations of insight, achievement,
and authentic learning are dramatic. GKE supports
and facilitates the international, technology-assisted
nature of 21st century learning.
CyberLits
hold the validity of the educational theories that
undergird the GKE Learning System. CyberLits are
modern, multimedia expressions based upon powerful
applications of curricular concepts and modern,
learning theories. The original concept and design
of CyberLits was created by GKE Vice President of
Research, Florence McGinn, and the concept and its
further, emerging technologies' applications have
received the support of multiple grants.
CyberLits have been created based
on original student poetry, and the concept has
been deployed successfully in creative writing,
literature, and expository writing classes. Additionally,
Chinese students' poetry pieces have been interpreted
into 
CyberLits
by American student editors. Aspects of CyberLits
have been utilized in multiple applications in Electric
Soup, a student-produced literary magazine. Florence
McGinn has received numerous educational awards
based upon the concept, design, and educational
applications of Electric Soup. High school editors
in the United States have interviewed professionals
in the field of publishing, technology, social work,
education, and health.
Young editors working
on a high school magazine in New Jersey, USA, have
published writers from the Bangladesh, France, Italy,
China, Singapore, Germany, the United Arab Emirates,
and from other parts of their own country including
Colorado, Virginia, Texas, California, Florida,
and Pennsylvania.
Students create
multimedia interpretations, multimedia electronic
portfolios, on-line literary magazines, and build
classroom resources and learning tools. Learners
become active, vital participants in crafting and
shaping personal, educational processes.
Learning
gains authenticity and vitality when it is enlivened
by international collaboration. Digital tools become
vehicles to help demonstrate understanding, to enhance
communication, to build self-expression, and to
gain critical, 21st century skills.
It is these concepts of innovation
and empowerment based upon 21st century tools and
skills that foundation the GKE Learning System and
its effectiveness.
Many of these student collaborations
are presented in multimedia on-line. They can be
viewed at
http://homer.hcrhs.k12.nj.us/esoup/
http://homer.hcrhs.k12.nj.us/esoup/esvol15/cyberlit/index.html
http://homer.hcrhs.k12.nj.us/china/
The
GKE Innovative Learning System's concepts build powerful
curricular skill development, motivation through authentic
learning, insight through process theories, and Information
Age Skills through the integration of the emerging technologies.
In addition, the global concepts that underlie the GKE
Learning System are well-suited to the Internet's 21st
century opportunities. Students learn to become functional
"global citizens" able to navigate through
multicultural, multidisciplinary, and multinational
applications of acquired knowledge. Learners are facilitated
in curricular, personal, and vocational growth through
international learning interactions. 
