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Painani, Delivering Messages to Enhance Blended Learning

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Participate and share : Poster

Ana Vignon  
Ana Luisa Coello de la Cruz  
Monserrat Domínguez García  
Verónica López Hoyo  

High school students embrace low-income children with no internet access. By simple video calls and correspondence they enhance their academic experience. Through personalized hands-on material designed and done using state of the art apps and one by one tutoring sessions they motivated vulnerable children not to drop school.

Audience: Teachers, Teacher education/higher ed faculty, Coaches
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Coaching & mentoring
Grade level: PK-12
Subject area: Language arts, Math
ISTE Standards: For Students:
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Creative Communicator
  • Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Additional detail: Student presentation

Proposal summary

Purpose & objective

Covid-19 has made the inequity in learning opportunities even more notorious (UNICEF,2020). About 53% of Mexico´s households have no access to internet (INEGI, 2019), making on line learning almost impossible. The government has tried to overcome this problem by offering TV lessons. Our students will show how by the use of wireless internet services and phone communications they foster a close mentoring relationship with children in elementary levels. It is well known that mentoring is a key factor to improve and achieve academic goals and social abilities. This close relationship allowed them to empathize with the needs and surroundings of these children. Through the use of design-thinking and several apps they designed one-to-one learning strategies and materials for each child. Each mentor will be in charged of designing material that will focus on visible thinking routines and fostering critical thinking skills enabling children to potentiate their learning process for life (Zero Project, 2015). This close community approach, that involves the parents as PAINANIS (noble messangers in the prehispanic culture) delivering the didactic material is a low cost approach towards building equity and inclusion in all learning environments (distance, on-line, blended, and face-to-face) keeping children tune up with their education. These learning communities can be replicated globally transforming learning and teaching.

Supporting research


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Ana Vignon, Highlands International School México
Ana Luisa Coello de la Cruz, Highlands International School Mexico
Monserrat Domínguez García, Highlands International School Mexico
Verónica López Hoyo, Highlands International School México

I have been a Physics teacher for Middle and Highschool for the last 18 years, and each year seems like the firs one. Each year is a new challenge full with excitement. Each year I get to learn more from my students. I am an Industrial Engineer with a Master in Education. I am married and have two sons. My students have been presenters as ISTE four times.

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