HRH Princess Sirindhorn donates school equipment to quake victims
HRH Princess Maha Chakri Sirindhorn donated
school equipment and materials to schools damaged by the earthquake in
Chiang Rai. The Princess also plans on building earthquake proof school
buildings for damaged schools.
Chiang Mai Mail reporters
HRH Princess Maha Chakri Sirindhorn graciously donated educational
equipment and materials to schools affected by the earthquake in Chiang
Rai on June 5, 2014. HRH Princess Sirindhorn was represented by Samroeng
Iamsa-ard, Assistant Secretary to Her Royal Highness, at the donation
Governor of Chiang Rai Pongsak Wangsamer was on hand to greet K.
Samroeng along with Chief District Officer of Phan Samrit Sawamipak,
Director of the Secondary Educational Service Area Office 36 Thongpond
Sard-on, and school directors, teachers, and students.
The Royal donations included 40 computers, 10 projectors with screens,
and 20 canvas tents for Phan Pittayakom School, Mae Lao Wittayakom
School, Mon Wittayakom School, Charoen Muang Wittayakom School, Dong
Mada Wittayakom School, and Bann Saalaa School in Phan District.
Samroeng Iamsa-ard said that HRH Princess had been very concerned for
those who had been affected by the earthquake, particularly affecting
the school buildings, and also teaching and learning equipment and
materials. The working group under the HRH Princess’s Private Secretary
was continuing to investigate damages and requirements and would report
to the Princess as to the needs of schools in Chiang Rai. HRH Princess
ordered that they build new earthquake proof school buildings for Phan
Pittayakom School, Mae Lao Wittayakom School, Baan Prong Prae School,
Baan Paa Ruak School, and Baan Thanthong Wittayakom School. The building
structure plans were currently in the process of design by the
Engineering Institute of Thailand under H.M. the King’s Patronage (EIT),
while the construction was expected to be started shortly after the
plans were finished.
Bicycles for Kids from the Provincial Red Cross Chapter of Chiang Mai
The Provincial Red Cross Chapter of Chiang
Mai held Bicycles for Kids project honoring HRH Princess Sirindhorn, the
vice president of Thai Red Cross Society on the occasion of her 60th
birthday anniversary. Angkana Puthiwinyoo, the President of the
Provincial Red Cross, Chiang Mai Chapter held the Bicycles for Kids
project at the Governor’s Official Residence on May 29, 2014. The Red
Cross distributed 500 bicycles to 25 districts, 20 bicycles per each
district, for disadvantaged children who are good students and
The Chiang Mai Provincial Red Cross Chapter also donated 10,000 baht to
Thanawan Khamsaen whose mother died in the accident on April in Hod
district and 10,000 baht per person to Chawo Chalo and Kamol Laowang,
whose houses were burnt in Hang Dong district.
Boarding as an anthropological field
Third Culture Kids
By Nina Kaae, MA student in educational anthropology, Aarhus University,
Told in two parts by Nina, this is the second of two parts on her fieldwork
in Chiang Mai.
Later in my time at the school some students told me that they were Third
Culture Kids – a term I had never heard before. According to American
sociologist David C. Pollock, a “Third Culture Kid (TCK) is a person who has
spent a significant part of his or her developmental years outside the
parents’ culture. The TCK frequently builds relationships to all of the
cultures, while not having full ownership in any. Although elements from
each culture may be assimilated into the TCK’s life experience, the sense of
belonging is in relationship to others of similar background.”
I realised that several students in boarding were more used to being in an
international environment than a national one. It was inevitable, but how
could I not have predicted that when I put up my world map? I wondered how
the TCK understood the world and their opportunities in it. Were these the
future global citizens of the world?
At the same time I saw cultural bonds between the students, and several
times experienced it myself.
Children in many countries enjoy Advent calendars – colourful Christmas
pictures with twenty-four or twenty-five small “windows” with the dates
written on them. Each day one “window” is opened to see the picture hidden
behind it. It’s our countdown to Christmas and every day we are excited to
open and talk about what is behind the window. I noted that some of the
boarding students from European or Australian countries had these calendars,
and it was like a “secret bond” as we talked about what was in the window
for each day. The other students did not value the calendars in the same way
since they did not have the same meaning to them.
It was not only the calendars that connected us. It was food (certain
noodles or types of bread), words, languages, humour, gestures or ways of
greeting a person (a node, a bow, a “Hello” or “How are you?”). This insider
knowledge made connections between the students and staff and seemed to be a
bond between people who understood the other person’s sense of “home”. I
wonder which things connect the Chinese, the Koreans and the Japanese and
the Third Culture Kids? It seems that we all had different bonds to one
another – small cultural “secrets”.
I was mulling over this idea a lot while at Prem. What did these students
learn from each other? When a western Third Culture Kid showed me a YouTube
video with his favourite Japanese music, I started thinking of the students’
interaction at Prem as a cultural hybrid – a constant exchange, an on-going
process where thoughts and ideas are constantly challenged, shared and
Do you still consider yourself fully German if you have lived in Thailand
for two years? Do you inevitably start thinking with a global mind-set after
a while living with people from all over the world and attending an
international school? Do you develop a different taste in music? Which
cultural codes do you keep - and which do you get rid of?
These are some of the thoughts I had here at Prem. The input, conversations
and interviews from students, staff and parents of an international
community has helped greatly with my research and I hope new ideas will
unfold as I go back to the University to do further analysis.
Technology in the Prem PYP Exhibition
Prem students focus on technology at the PYP
By Joy Huss
The PYP Exhibition is a big moment for IB schools. The way students
investigate, act, reflect and present during the PYP Exhibition gives us a
direct window into how students are developing as life-long learners
throughout their time in the Junior School and beyond. Therefore, it has
been very valuable to see how flawlessly the Grade 5 students at Prem
International School have engaged with technology tightly weaving Approaches
to Learning with skills necessary for thriving in the digital age.
Some Grade 5 students chose to use a particular technological platform as
the base of their projects. For example, Oki sought out to create a mobile
application called ‘Air Alert’. Motivated by air pollution, he and his group
designed the app to collect air quality information and share it on a smart
device. Their investigations took them on field trips to Manao Software Co.,
Ltd. and Digital Zoo, where they collaborated with like-minded experts and
got motivation and ideas to take their plan further.
Another group was passionate about helping endangered animals as well as
coding to design video games. Ugen and Niall resolved to design a video game
using Scratch, a coding community for students. They created an educational
game challenging players to buy and use products that don’t harm animals,
and they presented the game to the Prem community on the day of the
Some students chose not to focus primarily on technology; however IT skills
were deeply embedded into all aspects of Exhibition work for each group.
From collaborating on shared documents from different cities using Google
Drive, blogging as the main form of Exhibition reflection, writing emails to
government officials, using iMovie to synthesize the inquiry process to
creating and promoting an online survey with social media to learn people’s
views on discrimination, the use of technology has become nearly synonymous
with learning itself.
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