How can technology enhance collaboration between learners (children and adults)?

Project-based learning using technology as a vast and rich tool can help us quickly answer questions, research topics and communicate with adults and children all over the world. The Internet has wiped out the boundaries that used to exist, and allows us to expose and share what we know or want to know on a global level. The beauty of this is that technology does cross over to worlds that would not otherwise be explored. It crosses the age, cultural & gender divide, to mention a few.

As children explore, they explore and find answers to questions in ways adults are not used to, and visa versa, a good teacher can help guide the child toward asking questions. Putting the child in the driver's seat to seek out the best resources can have them communicating with experts in another country, children in a foreign city, and keep their teacher engaged as a new learner as well. As the children explore, the teachers also learn.

Just today...I learned two new shorcuts on the computer from two different students.
First instance: A student was frustrated with "perfectly" placing his graphic on the screen, but it kept jumping to the hidden grid. In sitting down with him to show him how to turn off the "snap to grid" feature, he double clicked and something happened I never saw. He could separate all the pieces of the picture. We both knew it was not where we had intended to go...but on our way to find out something else, we learned so much more by our mistake. Even though he & I had trouble having this event happen again, we did figure it out together and thus we both learned something new. He felt very satisfied and he got to come to the LCD and show the class what we discovered. Empowering!

Second instance was...I guess we all become screen blinde after we know one way to do something on the computer. Well, I always change screen views by going to the menu, choosing view, and then clicking on the dropdown. As I asked my class how would you change your view in Word so it looks like a piece of paper, a girl raised her hand and said, "Just click on that icon on the toolbar". Well, I never even noticed that icon. She was proud she could show me a faster way! That was a student who thinks she is terrible with computers. Boosted her confidence!

When we as educators understand the fact that we need to change many of our old beliefs and the way we teach, as the world HAS changed, we can then embrace our students as our teachers which also increases their learning.

I really enjoyed the article about "learning circles". I can envision many wonderful scenario's where it would work well especially with project-based units. It invites technology integration on many levels. When I think of how I can use this in my own classes (which are taught as "skill's classes" out of the content areas with made-up projects), I run into the problem, that we are learning skills out of context of what they are studying. For years I have tried to change how I am "used", so that I can bring myself to the classroom and help integrate. So far, my school has not bought into it for various reasons. We are pushing integration in a big way, but changing schedules seems a lot harder. I have my students for 10 weeks and then they move on. Now I am wondering how I can use this idea and create a 10 week unit, student driven, that will also touch upon the tech learning piece.

Whenever technology users work together, they all learn. Perhaps they learn a new way of doing something that took longer, or perhaps they learn something from the person they are communicating with online. Regardless, working in groups with technlogy can make learning a more shared experience where the adults and children both win!

How can technology be assessed to demonstrate “independent” use by learners and still focus on curricular content?

In the online McGinn article, she claims the use of technology and assessing it to be a "natural, organic" process. I would agree with this. In the process of creating a product or using technology as a tool, there is constant revision. The user is always confronted with "how do I get this to work?", "why isn't this showing what I want", etc. and needing to trouble-shoot and thus learn. Most often, the process is far more valuable than the outcome.

I think students should have plenty of choice as to how they present, use and tap into technology, but it is very difficult for the teacher if there are too many directions toward new programs which students "may" not be equipped to use. It is a given that some students come more equipped and experienced with technology than others, yet we do not want to hold back those who can fly and we want to give time to those who do not have the skills. Therefore, if the teacher allows some choice yet has certain project criteria and expectations that all need to meet, there is still lots of room for students to learn (tech-wise) what they would like, use what they know, and be stretched to learn something new.

For instance, a students are studying arthropods in science. A project: Create a fantasy arthropod that shows you know all the traits of this animal, including the digestive system, the segments, etc. Some could hand draw their creature and then scan the drawing into a slide. Others may use "Paint" to draw their creature on the computer, labeling it with the parts, etc. Others may use PhotoShop to import an arthropod and change it's features digitally. Maybe all would present their project on the computer. Some could use PowerPoint, others movie maker, some would add sound, others would not.

Does technology offer answers in assessing learners, especially online opportunities?

It has always amazed me that the "standardized" tests do not make use of computers. Yet, I also see the flaws and problems in doing so. For instance, I do not "like" to write by hand, my writing is far more creative when I type (much faster & can keep up with my stream of conscience), I can cut/paste/edit easily and it IS legible. A student like me, will not do as well in the writing prompt without the use of technology. Then again, if a student is MADE to use the computer for writing when he/she has difficulty with the tech side, their voice, tone, and organization may go down the tubes due to the tech handicap.

The keyboarding program we use has a testing portion to it. It is wonderful to have a student type a screen, and at the end have the program run through it, highlight the mistakes, and report the typing speed and accuracy. This kind of assessment is a super time-saver for me and beats the old way of counting words per line and doing the math myself. A nice use of technology assessing.

I am always concerned about authenticity. With assessments online, there are holes that can be found and circumstances that are not taken into consideration.

I also am leary of the huge amount of resources that go into creating these assessments. Time - often by the time the assessment is created, fine-tuned, and tested; it may be time to create a whole new assessment. It reminds me of all the "new wave" latest strategies in the teaching and assessing field. We used to have competencies - paper records of tests students took. That went by the wayside (thank goodness) and Portfolios have come into the picture. Portfolios can vary in their grading dependent on the person assessing. Three different teachers can grade the same piece 3 different ways regardless of how many workshops they go to. I believe online assessment would have similar flaws. Also the usercreates the variable: For instance, our 8th graders investigate careers. They go to the "Bridges" site and take an interest survey. At the end, it tells them what careers they may end up being good at with those intests. The kids will take it seriously but often do not understand the question. Others will fill it out showing they are interested in nothing just to see the results. Money is another resource. The programs, the training and the constant need for updates can deplete school funds pretty quickly. More time seems to be put into assessing than teaching and teachers are often teaching for the test! That seems terribly backward to me.

What does “meaningful” and “effective” integration mean?


When technology is integrated into the curriculum in an effective and meaningful way, the hope would be that students and teachers use technology as a tool to enhance learning in a way that would not otherwise be touched. The end product should not be, "Let's make the tech piece the goal", but rather, "How can technology add to and increase learning?".

When skills based technology classes are taught outside the curriculum, the need and use do not seem as valuable as when there truly is a need for the student or teacher to gather and practice skills related to other learning. The need to practice skills is important and there is no better way than having a tangible project.

I often DO teach skills/applications classes, as well as help teachers integrate. When those skills are not used/practiced in another classroom project, the importance is not as visible and there can be a disconnect with the learning. I can teach e-mail skills, how to send an attachment and access school files from home, and ask students to practice it before they really need it. Many of them do, and learn. But, it is not until they really need to access those files and it does or does not work, that they finally gain that skill.

It thrills me to have teachers work with technology in meaningful ways where I can really see the students and teachers sharing new knowledge to enhance their units. The teachers' approach from "stand and deliver" naturally seems to move to "coach and guide" allowing students to take more responsibility for their own learning. The fear and lack of meaningful models in the classroom can cause a teacher to be blind to the benefits of technology in student learning. Even without teacher training, a good teacher who is flexible, willing to take a risk, and has some support, will realize they can learn from their students as well. The classroom becomes a lab of new sharing and excitement. Technology can address all learning styles and embrace varied teaching strategies in a way that is more natural to students than teachers.