Tag: project-based learning

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New – Technology literacy whitepaper

Download PDFToday we are happy to announce the release of a new whitepaper written by Jonathan D. Becker, J.D., Ph.D. Associate Professor of Educational Leadership at Virginia Commonwealth University, with Cherise A. Hodge, M.Ed. and Mary W. Sepelyak, M.Ed. Dr. Becker is an expert researcher in achievement and equity effects of educational technology and curriculum development.

Assessing Technology Literacy: The Case for an Authentic, Project-Based Learning Approach (PDF)

This whitepaper takes a comprehensive look at the research, policies, and practices of technology literacy in K-12 settings in the United States. It builds a research-based case for the central importance of “doing” as part of technology literacy, meaning more than just being able to answer canned questions on a test. It also explores the current approaches to develop meaningful assessment of student technology literacy at a national, state, and local level.

Where “doing” is central to students gaining technological literacy, traditional assessments will not work; technological literacy must be assessed in ways that are more authentic.

Building on this definition, the whitepaper connects project-based learning and constructivism, which both hold “doing” as central to learning, as the only authentic way to assess technology literacy.

True project-based assessment is the only way to properly assess technological literacy.

Finally, it examines our TechYES Student Technology Literacy Certification program in this light.

A review of existing technology literacy models and assessment shows that the TechYES technology certification program, developed and implemented by the Generation YES Corporation using research-based practices, is designed to provide educators a way to allow students to participate in authentic, project-based learning activities that reflect essential digital literacies. The TechYES program includes an excellent, authentic, project-based method for assessing student technology literacy and helps state and local education agencies satisfy the Title II, Part D expectations for technology literacy by the eighth grade.

This whitepaper can be linked to from our Generation YES Free Resources page, or downloaded as a PDF from this link.

Sylvia

PS – Share this important research with your PLN!

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Lessons about projects from Tinkering School

I’ve written before about Gever Tulley and this short TED talk video about his Tinkering School. I used it to open my Educon conversation – Tinkering Towards Technology Fluency.

Here is just a short list of things he mentions as he’s describing how to structure learning environments where children learn through tinkering.

no set curriculum
no tests
lots of stuff
lots of tools
real tools
immersive
time
how to make things
deep realization that they can figure things out
nothing turns out as planned
every step is valuable
just start building
fully committed to project at hand
success is in the doing
failures are celebrated and analyzed
child-appropriate response to frustration
all materials useful

These kinds of attributes are great goal-posts for any authentic project, not just technology projects.

Sylvia

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Constructing Modern Knowledge 2010

It’s back!!!

Plans are shaping up for an amazing 3rd Annual Constructing Modern Knowledge summer institute, July 12-15, 2009 in Manchester, NH USA (near Boston).

In addition to master educators and edtech pioneers, the Constructing Modern Knowledge 2010 faculty includes history educator James Loewen and bestselling author of Lies My Teacher Told Me; popular provocateur and author, Alfie Kohn; MacArthur Genius and incomparable school reformer, Deborah Meier; and children’s author, illustrator and animator, Peter Reynolds. Cynthia Solomon, Brian Silverman, Sylvia Martinez (that’s me!), Gary Stager and John Stetson round out the amazing faculty.

Constructing Modern Knowledge is a minds-on institute for educators committed to creativity, collaboration and computing. Participants have the opportunity to engage in intensive computer-rich project development with peers and a world-class faculty. Inspirational guest speakers, pre-conference expedition and social events round out the fantastic event.

Constructing Modern Knowledge is about action, not listening to speakers. Attendees work and interact with educational experts committed to maximizing the potential of every learner. The rich learning environment is filled with books, computers, robotics materials, art supplies, toys and other objects to think with.

The real power of Constructing Modern Knowledge emerges from the collaborative project development of participants. Each day’s program consists of a discussion of powerful ideas, on-demand mini tutorials, immersive learning adventures designed to challenge one’s thinking, substantial time for project work and reflection.

CMK 2010 info

21st Century educators need to develop their own technological fluency and understand learning in order to meet the changing needs and expectations of their students. Constructing Modern Knowledge will help participants enhance their tech skills, expand their vision of how computers may enhance the learning environment and leave with practical classroom ideas.

Spend four cool summer days in New England making puppets roar, robots dance, animations delight, movies move, simulations stimulate, photos sing and leave with memories to last a lifetime!

Each participant receives a suite of open-ended creativity software from Tech4Learning, LCSI, Inspiration Software, FableVision and other members of The Constructivist Consortium free-of-charge for use at Constructing Modern Knowledge and beyond. The software alone is worth the registration fee!

There is also a July 11th preconference Science and History Tour of Boston available for a nominal fee. Explore the future at the MIT Museum and visit the past during a private guided tour of the Boston Freedom Trail.

The institute is less than an hour’s drive from Boston in picturesque Manchester, New Hampshire. Free transportation is available from the convenient and affordable Manchester Airport. Discount hotel accommodation has been arranged at the institute venue.

Constructing Modern Knowledge is sensitive to the budgets of schools and educators by keeping registration costs affordable and by offering school/district team discounts. The institute is appropriate for all K-12 educators, administrators and teacher educators – private or public. CEUs are available for an additional fee.

Save $75 on early bird registrations! Register online now!

Sylvia

Reflections from previous years:

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What Works: Effective Technology Professional Development

I’d like to share a book with you about technology professional development. Meaningful Learning Using Technology: What Educators Need to Know And Do by Elizabeth Alexander Ashburn (Editor), Robert E. Floden (Editor) (Amazon link)

Many educators are looking for research that shows “what works” in technology professional development. This book is an excellent starting point for discussions about new strategies and best practices. In one chapter, GenYES was one of four models selected for correlation to key dimensions to successful K-12 technology professional development. GenYES and the other models were selected as “… large-scale efforts that were shown to be effective in affecting teachers’ use of technology.”

Fostering Meaningful Teaching and Learning with Technology: Characteristics of Effective Professional Development
Written by Yong Zhao, Kenneth Frank, and Nicole Ellefson of Michigan State University Michigan State University (MSU), these researchers studied four “large-scale efforts that were shown to be effective in affecting teachers’ use of technology”:

1. The Project-Based Learning Multimedia Model (PBL+MM)
2. The Galileo Education Network Association (GENA)
3. Project Information Technology (PIT)
4. The Generation Y Model (previous name of the GenYES model)

Based on data collected from hundreds of teachers, the study determined that several key factors positively influenced teacher’ use of computers.

Study Findings – Key Factors of Successful Technology Professional Development

  1. Time to experiment and play. “Use of computers was positively correlated (.3) with the extent to which a teacher was able to experiment with district-supported software.”
  2. Focus on student learning. “Teachers’ use of computers was positively correlated (.4) with the extent to which the content of professional development was focused on student learning.”
  3. Building social connections and learning communities. “Computer use was positively correlated (.2) with the extent to which teachers accessed other teachers’ expertise.”
  4. Localizing professional development. “Computer use was positively correlated (.2 for each) with the extent to which professional development was provided locally, either in the classroom or school lab.”

The study outlines why and how these models support each of these factors. Unfortunately, I can’t reproduce the entire chapter here, but there is a bit of it online at Amazon.com (the chapter starts at page 161). Buy the book!

Sylvia

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Deliberate Tinkering

Presentation Zen: 10 Tips on how to think like a designer.

Design in the real world is often a process of deliberate tinkering. Sometimes the goal may be clear, with timelines, budgets, and constraints. Or the goal may be less clear, as you struggle to come up with something “better” even though no one quite knows what that means. Sometimes you work for days or weeks, making small incremental steps, sometimes things come in a flash of brilliance.

Yet in school, there is often a rigid “design process” with stages that imply a linear progression from start to finish. Whether teaching writing, video production, the “scientific method”, or programming, it often seems most efficient to provide students with step-by-step assistance, tools, and tricks to organize their thoughts and get to a finished product.

However, this well-intentioned support may in fact have the effect of stifling creativity and forcing students into creating products that simply mirror the cookbook they have been given. In fact, some students, having been well-trained to follow directions, will simply march through the steps with little thought at all. On the other hand, students need some kind of support and structure, right?

So how do you combine the benefits of tinkering (creative chaos, brainstorming, time to reflect) with getting something done. I believe the answer lies in looking at the design process in the creative world – such as graphic artists and designers.

Presentation Zen is a website devoted to simplicity in design and a recent article provides some great direction for classroom projects: Presentation Zen: 10 Tips on how to think like a designer.

Here are the tips from the article:

(1) Embrace constraints. (2) Practice restraint. (3) Adopt the beginner’s mind. (4) Check your ego at the door. (5) Focus on the experience of the design. (6) Become a master storyteller. (7) Think communication not decoration. (8) Obsess about ideas not tools. (9) Clarify your intention. (10) Sharpen your vision & curiosity and learn from the lessons around you. (11) Learn all the “rules” and know when and why to break them.

I hope you read this article; it provides much food for thought.

Sylvia

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Free – Projects, portfolios and more for creative educators

Last week I mentioned the article What Makes a Good Project? Eight elements to great project design by Gary Stager in the Creative Educator magazine.

I hope you had a chance to look at the whole Creative Educator magazine, because it’s great. It’s published twice a year by Tech4Learning, publisher of creativity software for K-12 schools

The Creative Educator is fully available online, and in addition to the project article, this month’s issue has some great articles.

  • Universal design – tales from a 4th grade classroom about using software that includes ALL students
  • Bloom and Marzano for the 21st century
  • Digital Storytelling
  • Portfolios – and an interview with Helen Barrett, a pioneer and thought-leader of the digital portfolio movement
  • Lessons and ideas from classroom teachers using creativity software to enhance learning

The articles are all online, and every issue can be downloaded as a PDF.

 

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What Makes a Good Project?

The Creative Educator magazine is running first of a two-part article on project- based learning by Gary Stager and illustrated by Peter Reynolds.

What Makes a Good Project? covers eight elements of projects that make them worth doing:

  • Purpose and relevance
  • Sufficient time
  • Complexity
  • Intensity
  • Connected to others
  • Access to materials
  • Shareable
  • Novelty

Stager concludes with questions teachers can ask themselves to improve the design of project-based learning experiences for students.

Project-based learning does take extra work to design and implement, but the results are worth it for everyone involved. So if you make the effort, it’s worth doing it right. As Stager says, “Making things is better than being passive, but making good things is even better!”

Update – Part 2 of this article is now online!  Part 2: What Makes a Good Project

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What research says about project-based learning

ASCD magazine coverASCD’s always excellent magazine Educational Leadership, hits another home run with this month’s issue (Feb 2008). The overarching theme, Teaching Students to Think is supported by a dozen articles from a wide range of perspectives – teaching, classroom practice, assessment, content areas, and more.

One article of particular interest to tech-loving educators is Jane David’s What Research Says About Project-Based Learning. Educators often find that technology supports project-based learning, and vice versa. So finding research that supports project-based learning and outlines successful practice is one more tool in the toolkit of technology-using educators.

This article is a terrific, easy-to-read introduction to project-based learning and clear, quick summaries of relevant research. Many people believe that project-based learning is “good”, but something akin to magic. Articles like this can dispel some of these myths and help define what project-based learning might look like in real life. Some conclusions:

  • Some studies measure project-based learning impact on student achievement. Not surprisingly, it’s not as simple as test scores. Some studies found simple test score increases across the board or in different populations, but some didn’t. But improvements were seen in more complex assessments – attitudes towards learning, problem-solving, and planning ability. (Do you hear 21st century skills here?)
  • The wide variety of project-based learning experiences make a single research conclusion hard to find. However, this same variety meant that project-based learning is adaptable to many classrooms.
  • Some studies focus on the challenges of project-based learning–outlining the obstacles created by short class periods, mandated curriculum, lack of teacher planning time, and narrow focus on multiple choice tests. There are some terrific nuggets of information here about what commitments a school needs to make to create a serious project-based learning environment. It’s not something you just do every other Tuesday.

David concludes:

These studies suggest that project-based learning, when fully realized, can improve student learning. However, the research also underscores how difficult it is to implement project-based learning well. Together these findings suggest caution in embracing this practice unless the conditions for success are in place, including strong school support, access to well-developed projects, and a collaborative culture for teachers and students.

Yet, teachers can use the key ideas underlying project-based learning in some measure in any classroom. Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students.

I’d like to add that students themselves can be part of the solution that makes project-based learning possible in schools. Students can learn to be mentors in their own classrooms, leveraging the teacher’s ability to assist more students and overcome logistical obstacles. Student ownership of the project and encouraging a collaborative environment increases the likelihood of success. By including students in the planning and implementation of project-based learning, you gain student perspective and an opportunity to teach students valuable skills. They learn how to advocate for their ideas, plan, troubleshoot, and work in a group. When technology is involved, students can become experts in the technology too, and help mentor fellow students which further supports the collaborative process.

Our TechYES model of student technology literacy certification is built on this kind of research and practical experience. Student peer mentors can make project-based learning possible in situations where the obstacles might otherwise be too high. We believe that technology literacy and project-based learning are inseparable from 21st century skills. It’s too important to write project-based learning off as a “nice to have.”

Hopefully this article finds its way into administrator inboxes world-wide.