Students as Digital Creators
Problem: Last year I taught a physics-focused computer science and engineering course for 9th graders at Columbia Secondary School (CSS). My goal was for them to eventually obtain a sufficient understanding of computer programming and electronic design that would allow them to create interactive devices using the Arduino physcial computing platform. This goal boiled down to two major hurtles: getting students to engage with programming, and incorporating regents physics (circuits) content effectively.
Abstract: We began the year using a logo turtle draw program. Next we programmed 3D characters in Alice to create video games. Python was our bridge to text-based programming. Modeling instruction (circuits) curriculum was the final bridge to Arduino.
Recommended by 16 educator(s)
Problem: Learning how to set goals and become accountable for them is critical to college readiness. With a class of 30 students, this can be a daunting task to setup and then monitor.
Abstract: Using a script stolen from another project and a student template, this platform will allow a teacher to enter in their classroom roster, hit a button and automatically create goal setting sheets for their class and monitor their students' progress!
Recommended by 6 educator(s)
Problem: What activities and classroom structures can you use to ensure that online discussion translates into learning?
Abstract: I describe the use of organizers and closing prompts to help clarify and assess learning outcomes from participation in online discussions.
Recommended by 3 educator(s)
Problem: How can social media be used to improve the disaster response experience? In this course, we were interested in how to use a design methodology to help students think creatively about how to use social media to improve the disaster response experience.
Abstract: In five days, students engaged with each phase of the design process as they understood the context of the challenge, defined a specific problem they wanted to address, brainstormed solutions, prototyped, and presented their work.
Recommended by 13 educator(s)
Problem: What does it mean to be sixteen in other places around the world? How can students follow and document the life of students globally to capture the unique and universal experience of being a teenager? How can students use technology to capture and document digital narratives that will allow them to develop an understanding of world cultures and civilizations? How can educators use social media to create both a network and community of participants for this project?
Abstract: Students will Skype with teenagers abroad to make connections between their own cultural experiences and other places around the world. Students will use iMovie to produce a collaborative video documentary that explores the coming of age experience.
Recommended by 14 educator(s)
Problem: My students suffer from poor literacy skills as a large number are ESL students or students who have entered high school reading well below grade-level.
Abstract: My approach to solving this problem through technology was to create Interactive Publications, a course that is built around a web-based news site. Students run this website and produce its content: audio/video recordings and written work.
Recommended by 14 educator(s)
Problem: I teach a very diverse population of English Language Learners (ELLs). How can I incorporate the authentic use of native language and family involvement with projects-based learning in my ELL classroom?
Abstract: Using "Maus" as inspiration, students interview someone in their own family who has survived a difficult time. They then take their interviews and create their own graphic novels both in English and their Native Language using Comic Life 2.
Recommended by 24 educator(s)
Problem: Learning from our own experiences of learning in social networks, how can we find ways to have students do similar connected, networked inquiry projects into questions that they are passionate about? How can we use Youth Voices to connect students with each other and with experts as they explore their own questions using a variety of digital media? How can we help them comment to each other in ways that build their dialogues in authentic and academically challenging ways.
Abstract: Students are encouraged to explore their own passions, and develop their own areas of interest. This keeps student in the middle of their own inquiries. We also nurture &guide students in how to comment for each other to build authentic conversation.
Recommended by 9 educator(s)
Problem: After learning how to use several types of software and web applications for cross-curricular projects, students needed a platform to display their best work besides the traditional manila portfolio folders.
Abstract: Utilize digital portfolio's tour function and create websites to "show off" best work that students were most proud of from the past school year.
Recommended by 12 educator(s)
Problem: Students are expected to do a lot of route memorization in preparation for high-stakes examinations. As a result, they often struggle when a task requires significant planning, critical thinking, and a pragmatic approach. This is a problem in light of the fact that most modern careers and even more careers in the future rely on this type of thinking.
Abstract: My solution is to build a framework of relevant, content-based challenges that rely heavily on technical skills analogous to those used by professionals and touching on the fields of graphic design, programming, and engineering.
Recommended by 8 educator(s)
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