Chapter 8 Reflection

1. Description of some ways to build connections and branch out beyond the classroom.

Digital tools make it easy for students to share their work with diverse audiences. Knowing that others will be reading, watching, listening, or commenting on their work can be a powerful motivator for students. Digital tools also allow students to experience things that would not otherwise happen. For example, students can use blogs to connect with content experts, reflect on their own learning, and engage in global conversations. Therefore, digital projects allow students to connect to a real audience and branch out from the classroom. When projects are inquiry based, asking questions of experts becomes an important part of the learning experience. Teachers can make these connections ahead of time by recognizing a learning opportunity and making introductions between their students and the expert online. Teachers should begin this process by making a list of willing experts. They should consider current parents as well as people they may know. Using a class web site or blog is also a good way to get the word out about the areas where you are seeking expert help. Older students can even locate their own experts. Teachers can facilitate their students learning experience by helping them prepare to work with the experts. They need to be efficient at asking questions and getting the information they are looking for. Using experts can also have mutual benefits. For example, education students could comment on elementary students writing and they would both benefit from the process. Technology can also allow the learning community to expand to include participants from distant countries and continents. Students can use wikis, podcasts, and Skype for real time conversations. This forces responsibility on students as they experience a real-life workplace scenario. Finally, students can conduct research and raise awareness to real problems as they complete their project. They can share their findings with the community and truly make a difference.

2. Description of the EAST Initiative Model.

Students in the Environmental and Spatial Technologies (EAST) Initiative network of schools have been demonstrating the benefits of using technology for a real purpose, to solve problems and make improvements in their communities. They have been doing so for more than 12 years.  These students learn and use sophisticated tools that are commonly found in professional laboratories while solving community problems they are interested in. They use technology to get students interested in significant projects and to get communities to support these projects. The model now includes students from second grade to post-secondary levels. They have partners from industry and academia as well as state and federal government recognition. The EAST model is based on four essential ideas:
1. Student-driven learning: Students need to be responsible for their own learning
2. Authentic project-based learning: Students should be engaged in solving real problems in their communities
3. Technology as tools: Students need access to the relevant technologies that professionals use to solve real problems
4. Collaboration: When students collaborate in teams to pursue authentic projects, they accomplish more than any one person can do in isolation
The other critical components is training an support for teachers. Teachers becoming facilitators in this model and have to get used to the concepts of interdisciplinary learning, teaming, authentic projects, and student-driven learning. Professional development is ongoing for teachers delivered in phases in specific EAST training facilities. At the end of each school year, an annual conference is help and students showcase their projects to all their educators and partners.

3. Discussion on some reasons to let students “lead” their projects.

Students are more than capable of picking a project topic based on what they are passionate about. They can take on their own learning as long as they have teachers there to support them. When students are allowed to pick their own project topic, they get more involved and more interested in their work. Students may choose to research something they love or something they would like to learn more about. Either way, students are more likely to get more out of the experience because they have that personal connection. It also allows students to reach their maximum potential because they can chose to do a project that fits their specific learning style. Sometimes these student lead projects live on into the future to create extended benefits. They can then contribute to the culture of the school or community.

4. Discussion on how concepts in this chapter relate to your topic/project.

This chapter really helped me realize how important it is for students to build connections and branch outside the classroom. We plan on allowing our students to do just that. The first phase of our project involves students researching and choosing a specific country that they would like to cook a recipe from. Students could communicate with other students from some of these countries and discuss favorite and popular recipes. They could also brainstorm ideas about how to create their cookbook and plan their class dinner. Branching outside of the classroom and into other countries allow students to gain multiple perspectives and add elements of our cultures into their project. They will learn much more about food in other countries by talking with students who actually live there as opposed to just simply researching. This information will greatly help them as they plan their class dinner and will result in a more authentic experience.