lic service announcement, newscast,
documentary) and media (Photostory,
Animoto, Voice Thread, iMovie). After
brainstorming options, students use
the criteria of accessibility to technology, optimal technology, and most
relevant mode to determine which options are workable. Finally, they come
to consensus on how best to construct
their final presentations.
Once they decide on the presentation mode and media, each student
works independently to write his or
her part of the presentation and post
it on the wiki. The students continue
to use the wiki and Skype to collaborate on creating a unified multimedia
presentation.
In their presentations, the students
synthesize their learning and accomplish an action goal, such as raising
awareness about a global issue. We
continue to serve as facilitators, encouraging the students to examine the
audio/visual flow and quality of their
presentations. Students learn important life skills, developing practice and
patience as they revise and reflect on
their presentations.
Evaluation and reflection phase. Once
the final presentations are complete,
the students share their work with
their classes. They post their projects
on the wiki, which gives the students
a global audience. Early on, we provide the students with a rubric, which
guides their work throughout the
project and is used for self-evaluation
and assessment. The students complete their reflections on the project
and post them on the wiki.
This project is not only collabora-
tive for students but also a dynamic
vehicle for communication and col-
laboration between staff members. It
creates a growth opportunity for us
each time we do it, as we capitalize on
the unique gifts and perspectives we
all bring to the process. Regular com-
munication enables constant feedback
and reflection, resulting in frequent
evaluation and adjustments to the
process. The project provides oppor-
tunities for us to refine our teaching
and differentiate our instruction to
meet the needs of all students in our
classrooms.
Meeting and Exceeding the Standards
As a result of their experience in the
online Inquiry Book Club, students develop and are able to use skills laid out
in the Common Core State Standards,
which help them to be college and career ready. Students learn writing skills,
such as creating works of multiple
text types and with multiple purposes,
producing and distributing their writing, and researching for the purpose of
building and presenting knowledge.
They also learn reading skills, such
as identifying key ideas and details,
analyzing the craft and structure
of literary works, and integrating
knowledge and ideas into a digital
age project. Students learn to convey
and receive information while working collaboratively to comprehend
big ideas and present their findings.
Developing these skills in our students
ensures we are meeting the standards
and helping our students be successful
throughout life.
In addition to meeting many Common Core State Standards, this project meets several of the NETS for
Students criteria in the categories of
communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, and digital citizenship.
It also meets several criteria for the
NETS for Teachers in the categories
of facilitating and inspiring student
learning and creativity, designing and
developing digital age learning experiences and assessments, and promoting
and modeling digital citizenship and
responsibility. NETS for Coaches are
covered as well, including the categories of teaching, learning, and assessments as well as creating a digital age
learning environment.
The true impact of this project is
that it empowers students and staff to
broaden their connections with others and to have more global awareness
and global empathy. Maximizing the
use of technology, students work together to formulate and seek answers
to important and relevant questions;
showcase their learning to a much
larger, more authentic audience; and
take action to help make the world a
better place.
Stephanie Harvey and Harvey
Daniels, authors of Comprehension
and Collaboration: Inquiry Circles in
Action, say, “Time and again, we noticed that when kids have authentic
opportunities to read, think, and talk
together, their curiosity explodes and
their questions come fast and furiously.” This is what teaching in the
digital age is all about: inspiring kids
to explode with curiosity and do what
it takes to find the answers and effect
change. We feel this project achieves
these goals, and the students agree.
Moreover, the students learn, grow,
and have fun.
“I would give this project a five-star
rating because it was a fun time using
computers to give ourselves and others knowledge,” said Philip Bradbury,
a third grade student at West Maple
Elementary School.
Acknowledgment
Jeremy Rowe assisted in editing this article.
—Diane Titche is a third grade teacher at Murray Lake Elementary School in Lowell, Michigan, USA. She is a technology teacher leader for
her district and is passionate about integrating
technology and literacy instruction in productive
and meaningful ways. Contact her at dtitche@
lowell.k12.mi.us.
—Joanne Rowe is a digital age curriculum
and instruction coach for Birmingham Public
Schools, in Birmingham, Michigan. She loves
connecting teachers and students globally, maximizing collaboration and communication, and
inspiring innovation and creativity as students
leverage technology to showcase their learning.
Contact her at jr01bps@birmingham.k12.mi.us.
