Project Based Learning by Jenni Donohoo Using Technology to Support Key Elements in PBL PBL Examples Integrating Technology

Project Based Learning
Project Based Learning is one approach to creating a learning environment where students construct personal knowledge based on real world issues and practices. Learning activities are long term and open-ended, empowering the students with the ability to make choices and decisions. In these types of activities, students are more likely to internalize the learning that takes place because they feel a greater sense of ownership over their work when required to make decisions based on real world issues. The teacher's role shifts from that of transferring knowledge to that of a learning facilitator in this student-centered environment.

Collaboration - A Key Element in Project Based Learning
One of the key elements in a Project Based environment is collaboration. Students have the opportunity to gain skills that are desired by today's employer as they work in teams collaborating, communicating and decision making. They decide how to find answers, solve problems, and present information while collaborating with teachers, peers, and community members.

Using Technology to Support and Encourage Collaboration
Technology can be used to assist the teacher in creating this type of environment. Shared workspaces on networks allow teachers to easily set up folders where students can share files or resources while working together on projects. School networks also provide opportunities for the teacher to share useful resources including web links and templates with groups of students. Furthermore, the network allows for collaboration and sharing among teachers through common workspaces where files or discussion forums can be accessed by all staff.

"The most valuable thing we learned was how to use the network for sharing files (with students and teachers) and creating shortcuts to web sites." Grade One Teacher

"Once the setup is done, it is a lot easier than I thought it would be." Grade Two Teacher

"The more you can share, the more enjoyable and less stressful it is. I think that teamwork is also important. I think that the most valuable thing I learned is that I think I am a better teacher to my students because of the ways I have learned to use technology in my classroom." Grade One Teacher

"Work as a team. If you’re by yourself, you’re flying blind." Teacher-Librarian

Download Network Tips and Tricks for instructions on how to utilize shared spaces on the school's network.

Of Interest: Technology and Co-Operative Group Work by Jenni Donohoo
Included in this article are grouping strategies with a 'technological twist' and an outline of the roles and responsibilities that could be assigned to individuals while working on group technology projects.

Infusing Technology in Project Based Learning Environments
Project Based Learning tasks provide a natural setting for infusing technology into a classroom. Below are some examples of Project Based Learning activities in which groups of students worked together designing and presenting products using technology. Each example addressed issues that were connected to the students' lives and their community. The projects were designed to foster collaboration with each other as well as provide opportunities for students to collaborate with the teacher and at times, other students beyond their own school community.

Example 1: Transitions
Communications in the World of Business and Technology (EBT4O)

Students became web page designers employed by Mr. Brennan's Design Company. The company was 'hired' by local elementary schools to design an informational web site that would orient grade 7 & 8 students to secondary school culture. The class was split up into five design teams and began the process by completing five learning modules. The modules included examining the elements of good web page design and critiquing web pages, a review of a study that examined left verses right side navigation menus, a video orientation of the use of the Internet in the world of business and a logo design centre where teams developed and designed a logo that was representative of their team.
Transition topics, which included peer pressure, relationships, bullying, nutrition, and stereotyping, were identified by the students before they proceeded to plan their sites and research information. The research and planning process was on-going while students were taught how to use Macromedia's DreamWeaver to create their web pages. The students drew upon what they had learned in their modules and worked collaboratively to ensure consistency among their individual pages. Teams worked together deciding how to best present their information with the intended audience in mind. The teacher facilitated the learning by providing feedback throughout the process and directing students to appropriate resources. Once students completed their research and web pages, each team designed a 20 minute presentation for the elementary feeder schools' intermediate classes.

Presentations were exceptionally well thought out and very informative for the elementary students. They especially enjoyed getting an informal orientation of the school they would be soon attending from secondary students.

Example 2: Using the Media to Deconstruct the Average Teenager
Media Studies (EMS3O)

This Project Based Learning Unit was funded by SchoolNet GrassRoots Program. Mr. Brennan’s students gained valuable problem solving skills as they worked co-operatively in groups designing and developing online resources that dealt with the media's power to influence students' personal values and beliefs. Specific areas that were identified included music, fashion, pop culture, television and media literacy. This unit included many interdisciplinary aspects as students gathered real data through surveying grade seven through twelve students. The responses were analyzed to gain an understanding of pre-teen and young adult recognition of the power of the media. Groups made discoveries and reported their results in the form of a web page that was used to share and present what they had learned with grade seven, eight, and nine students at the elementary feeder schools. Students were required to reflect on their learning by answering reflective questions throughout the unit.

Students used the following Information Communication Technologies to complete their projects.
Internet - The Internet was used to do research, search for copy-right free graphics using the links from our Board's Student Reference Portal, and access the web pages they developed, once online, as a presentation tool when sharing information with peers.
Web Page Design Program - Macromedia's DreamWeaver MX was used to create web pages. Students learned how to create frames, modify page properties such as background colour, font size, and style, insert tables and clip art, buttons, links and roll-over images.
Word Processing Applications - Corel WordPerfect was used when groups inputted good copies of their information. Keyboarding skills were reinforced. They learned how to create tables and graphs in this program as well.
Graphics and Video - Digital cameras and digital video cameras were used by the students. Students learned how to download graphics and used Adobe Photoshop Elements to edit and re-size their pictures. They also used this program to create collages which they included on their web pages. Video Editing Programs were used to edit video and create stories using storyboards.
Data Projectors - Data projectors were used by students when they presented their projects to their peers.

GrassRoots funds allowed the teacher to purchase the technology that was necessary to complete the project.

Example 3: Creating a Virtual Tour of Your School

This Project Based activity has the potential for a wide audience if posted on your school's web site or burned to compact disks and distributed to parents who may be registering their sons or daughters at your school. It could be used to orient students and parents who may want to know more about the school and its programs. It may even be a nice keepsake for graduating students in their final year.

Creating a virtual tour fulfills many of the curriculum expectations of Media Studies (EMS 3O) and provides opportunities for students to be creative, use technology, and work in teams planning and designing. If you do not have access to digital video equipment, tours can be completed using still images from a digital camera.