Learning and Leading - August 2012

Sharing the research and writing tasks using Google Docs allowed students to fulfill a key component of project-based learning— collaboration.

first class split up into two groups. One group wrote and illustrated “Zombies Out Teched,” and the second group focused on writing the nonfiction summaries of the various inventions. Students from each group shared their research with the other group, so information about all the inventions would be incorporated into both the fiction and nonfiction final products.

The students used Google Forms
to survey classmates about their first,
second, and third choices of inven-
tions to research. The survey helped
students consider a variety of inven-
tions to research and allowed them to
identify others interested in the same
invention, so they could find a partner
to work with. We used the blog tool
available through the district’s learn-
ing management system to gather
reflective information from students
related to their progress on the project
and their use of the iPad.

Observations

After we distributed the iPads to the
first class, students spent a consider-
able amount of time researching and
reading about the cutting-edge inven-
tions. Students were excited to use the
iPads for research, to find out who
invented the cutting-edge devices, to
learn how they might be used, and to
look into what other creations might
be needed. And their work reflected
that excitement. The fictional story
they wrote and illustrated was a cre-
ative, funny, high-quality product. The
nonfiction summaries were engaging,
and many of the students—without
being asked—took a persuasive or
sales approach to describing the
invention they researched.