Journal 10: Making History by Esther Shein

     This article documents three teachers experiences using collaborative, technology-infused, project-based learning projects.  Each noticed that sometimes paper/book based learning is limited in terms of engaging students. Each wanted to engage their students in a fun and creative way in order to really spark their interest in the subject matter.  They chose interactive, hands-on, real life simulations in order to get their students involved and excited. The technology used in project-based learning is not meant to substitute traditional methods, but to take them further; to process and really put concepts and principals into action.  Before using any project technology, a thorough lesson is presented.  Because today's kids have grown up in a technological world, they relate and respond well to techno based projects. It's really fun for them, which of course enhances the learning experience.  

     Collaboration is key.  Each teacher had their students work in groups and was amazed at how thorough a job the kids did. This occurred because they were using creative tools which sparked their interest in things not necessarily outlined in the assignment, yet information that is a vital compliment to the subject matter. An example was when middle schoolers made a podcast based on an event from WWII. Each person on the team had a role, they brainstormed, collected video and audio clips (provided by the teacher) as well as background information to understand their event.  Her students were amazed at what they learned, some of which they had not learned in traditional history books. Another plus when using technology in collaborating on a project is if a member of the team is sick, they can still communicate and possibly participate in the project from home. In other words, the assignment is not held up because the cameraman is home with a cold!

     Hands on experience is also a very important part of the learning process. One high school teacher had a difficult time exciting her students with a paper based simulation activity which would teach her students how to run a business.  She had no success getting her students involved.  She found a program which simulated business situations.  The students worked in two teams running multi-million dollar corporations.  They had to do everything involved in running a business: marketing, manufacturing, financing projects etc.  At the end of the semester a mock boardroom meeting was held and the students came dressed as business people and gave a PowerPoint presentation displaying their results. They learned how to analyze their strategies and each member of the team was held directly accountable for their decision in running the company.  She, too, was surprised at what came out of the projects and how integrated the material had become, even in casual conversations, and how well her students worked together.

    Am I going to use this in my class? Absolutely.  This article really excited me. I love to see kids enjoy what they are learning. They are so creative, and come up with really incredible insights. I think these types of projects build a strong team class culture, enhance esteem when they see the results of their efforts and really allows all types of learners to digest material thoroughly....and not painfully!  What is the best way to structure a techno project based activity?  First the material must be presented in class, read, discussed. The project is then introduced conceptually to students.  Whatever software or web-based material is going to be used is introduced and "played with" so that the students are comfortable with it and know what it offers.  A rubric is handed out detailing the steps of the assignment.  Teams/groups are picked.  The groups have ample time to brainstorm and create. The groups present their projects....and all is well and fun.