In April, our two 8th grade MYP Humanities teachers approached us to collaborate on their upcoming summative. Students were able to pick a person, place or event, do research and then present their information to the class in a variety of ways. The teachers had already given students options for steps 1 to 3s. It took many meetings to come to a mutual understanding of what they wanted from us and how technology integration might look throughout the process. My biggest concern was that we keep the summative as inquiry based as possible (following what they had already created). I wasn’t a big fan of giving them a list of technology options with examples for each – I wanted students to be creative, not me. We ended up coming up with a variety of ways that students could use technology to create presentations from step 3. When I was contemplating the list, I made sure to start with the task (step 3) and then create a list of technology options.
Each tech coach took a couple class sections and attended three of their work sessions (after their research was complete). During the first session, we introduced a couple of the technology options.My goal was to focus on technology tools that they probably hadn’t seen or used before and talk about the task.
For the next 3 class periods, I circulated the room asking students how they had chosen to present (step 3) and giving advice/tech help where needed. Although there were still many students who simply used a PowerPoint or Keynote to give a lecture, there were a few who had some really great products. My favorite non-tech project was a medical time capsule. The student went all out and was completely committed to his project: he introduced it by saying he found this box while on vacation in Italy. It was quite creative!
Some of my favorite projects (using technology):
- a Knight’s Facebook page
- a Google Map of the Third Crusade
- a news show about William the Conqueror
- a Facebook from a template (created by the student)
- a journal using WordPress
- a medieval Minecraft world (part 1, part 2)
- Google Earth Tours – First Crusade, Fourth Crusade
Overall, the project was further proof to me of how much work we “tech integrators” have to do to help people (students and teachers alike) understand the power of meaningful integration. I am not impressed by Keynotes with distracting transitions – what does this do to make a project BETTER, to increase learning? We need to get away from the flashy and encourage quality based in curriculum and pedogogy. It also struck me (again) that students have no concept for copyright. I used my COETAIL learning to talk to students about using images that they are allowed to use as I circulated the room. Next year I would suggest that a short lesson on copyright and creative commons is done before students start researching. Since the only criterion that was being assessed was D (Communicating) I would also suggest doing more with that – what makes good presentations, how can students best communicate their learning? Christina and I even thought the MYP Design Cycle might be able to be used 🙂
This was a good learning experience for me and I look forward to seeing what happens with the project next year!
te(a)ch french 