iEARN-Australia was one of the founding members Centers of iEARN. iEARN-Australia is run by a Management Team which is elected every year. Teachers and students in Australia are very active in coordinating a number of significant iEARN projects; including The Teddy Bear's Project, The First Peoples' Project, Faces of War, The Fight Against Child Labour Project, Lewin, Labs Alive and Kindred. Australia hosted the 1995 iEARN International Teachers' Meeting in Melbourne.

Bangladesh
iEARN-Bangladesh works with a number of schools and youth organizations in the Dhaka area. Teacher training workshops have been held to bring online project-based learning to Bangladeshi students and teachers. iEARN-Bangladesh implements the YES exchange program and YES alumni are active in community service projects.

Cambodia
iEARN works with the Open Forum youth organization in Pnom Penh, whose students have been active in the iEARN Holocaust-Genocide Project.

China
The iEARN-China Center was one of the founding members of iEARN, starting in 1991. Schools are located in Beijing, Shanghai, Hohhot, Chengdu, Hangzhou, Xian, Shenzhen and other cities. iEARN-China and iEARN-USA created the first high school exchange program in 2000, linking schools in the two countries for both physical and online exchanges. In 1996 iEARN and the Discovery Channel co-sponsored a China: Bridging the Culture Project. iEARN has worked with MIT in Cambridge, Mass. to expand educational networking to schools in Xian and Shanghai. The 7th Annual iEARN International Conference was held in Beijing in July, 2000.

India
iEARN-India is a registered trust "Education and Resource Network-India" and is working with educators in Pune, Bangalore, Chennai, Mumbai, Goa, Delhi, Calcutta and Madras to expand Indian student global networking. Schools in India have played a key role in the "Child Labour" and "Laws of Life Essay Projects." This is supplemented through a special project to use iEARN projects as a means of civic education, which will combine physical exchanges and collaborative online interaction.

Indonesia
iEARN-Indonesia works with the UNESCO-sponsored Associated Schools Project to connect schools throughout the country and conduct teacher professional development workshops. Participation is open to all schools.

Japan
iEARN-Japan started in 1998 in collaboration with Teleclass International Japan. In 2001, JEARN (Japan Education and Resource Network ) was founded as the Center of iEARN-Japan and in 2003 was legally recognized by the Japanese government as a Non-Profit Organization (NPO). It hosted the 10th iEARN Conference and the 7th Youth Summit at Awaji Yumebutai International Conference Hall that July. It also hosted the first Natural Disaster Youth Summit (NDYS) in Hyogo at the same place in 2005.
iEARN-Japan brings Japanese children into the iEARN world, supports school teachers and boards of education, and provides various kinds of seminars and workshops for iEARN projects. It is recgonized by the Japanese Ministry of Education and receives endorsement as an educational NPO. The Teddy Bear Project is well known in Japan and serves as an introductory project for “Integrated Study of Periods”. Others like NDYS, NEGAI Connection, Japan Art Mile, are also very visible inside Japan and iEARN. JEARN is run by volunteer members and 16 board members financed only by JEARN members’ yearly membership fees. But we have a dream in the near future, that all Japanese children will be able to write and talk in online forums and communicate with iEARN friends throughout the world from their classrooms.

Kazakhstan
Working with the Open Society Institute, iEARN-Kazakhstan was created in 1996, which is based in Almaty, involving about 40 schools. Training workshops have been held annually since 1997, sometimes in conjunction with iEARN-Kyrgyzstan.

South Korea
iEARN is working in South Korea with schools throughout the peninsula. Korean teachers are conducting research on how collaborative project-based learning can be an effective tool in language instruction. Students and teachers are working in Korean and English with peers in Korean-American communities in the U.S. Korean-speaking students from a several countries are sharing ideas in a Korean-language discussion forum.

Kyrgyzstan
Working with the Open Society Institute, iEARN-Kyrgyzstan was created in 1996, involving schools in Bishkek, Osh and other cities. Training workshops have been held annually since 1997.

Malaysia
iEARN is working with the Ministry of Education, the E-Learning for Life program, UNDP, Apple Malaysia and other public and private sector partners to deliver teacher training workshops and to open global opportunities for Malaysia teachers and students.

Mongolia
The iEARN-Mongolia program started in 1998, with assistance from the Open Society Institute and Mongolian Foundation for Open Society in Ulaanbaatar. Teachers from a number of communities across the country have been through workshops on global project-based learning.

Nepal
iEARN-Nepal is based in Kathmandu, and works with schools from all regions of the country to deliver teacher training and student exchange programs. Recently, teachers and students have been actively involved in water-monitoring projects--exploring water quality in rivers in the country.

New Zealand
iEARN-New Zealand has been active since 1995. Recently, the work of iEARN has been included in a Waikato University Telecommunications and Education paper raising the profile of the organization amongst teachers and
pre-service teachers. This year two graduates of this paper are engaging
their classes in Fielding and Gisborne in the Teddy Bear Project and My
Country Project networking with partner schools in Japan, Georgia, Pakistan,
Argentina and Belarus.

Pakistan
iEARN Pakistan-Centre is working under the Society for International Education (Rgd.). iEARN Pakistan is an approved iEARN Centre and a member of iEARN International. iEARN in Pakistan is committed to providing K-12 educators, students and schools with an invaluable structure to engage in online curriculum based telecommunications projects. iEARN-PK supports and provides resources and professional development to its members for effective implementation of K-12, school-based ICT initiatives and a wide range of educational programs and learning opportunities. iEARN-PK implements the YES exchange student program, as well as multimedia and animation video projects.

Philippines
iEARN includes a small number of schools in the Philippines in project work. Students at Makati Science High School in Makati City serve as the student editors of the A Vision Global Writing Anthology.

Sri Lanka
iEARN started working in Sri Lanka in 2000, made possible through a special project with the U.S. Department of State to use iEARN projects as a means of enhancing civic education combining physical exchanges and telecommunications. Out of this initiative has come an iEARN-Sri Lanka prgram. In January of 2000 iEARN facilitated a workshop in a school in Anuradhapura as part of a grandopening for the school's new computer lab sponsored by LAcNet.

Taiwan
iEARN in Taiwan is a non-profit educational telecommunications network. iEARN-Taiwan works in conjunction with the Ministry of Education and the Taiwan Academic Network (TANet). Schools in Taiwan are across the island.

Thailand
iEARN-Thailand is a national network of schools engaged in collaborative project work. Professional development workshops have been held across the country. iEARN teachers in Thailand have successfully involved the Karen minority students in networking projects.

Uzbekistan
iEARN - Uzbekistan grows out of a collaboration with IREX to conduct professional developement workshops for educators and others in Uzbek communities. See a feature of iEARN-Uzbekistan in the Uzbek media. iEARN-Uzbekistan is hosting the 2008 iEARN International Conference in Bukarha and has created an innovative Cyber school for persons with disabilities.

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