The integration of PBL and technology in the classroom allows students to learn through higher order thinking skills while being highly engaged in their learning. The SAMR model encourages teachers to not only use technology in the classroom, but truly utilize the tools within the technology to transform student learning (Common Sense Media, n.d.). The SAMR model has 4 levels: substitution, augmentation, modification and redefinition (Common Sense Media, n.d.). About five years ago, when I got my first five iPads for my second grade classroom, I really used the iPads to substitute instruction. For example, instead of doing our paper version of math fact fluency practice, the students would use the iPads to play some sort of math fact game. It was a start, but at the time, I didn't know enough to use them any differently. Over time, I was able to use technology to augment instruction by using Google Docs and Slides to type stories and Pic Collage to create informational posters. Then, students began collaborating with one another through Google Docs and Seesaw as the iPads began to modify learning. Eventually, the integration of technology redefined learning in my classroom by using publishing tools such as iMovie, Scratch Jr, Puppet Pals, and more to share work outside of the classroom. The PBL process is not a quick one. Throughout the process, students will likely be utilizing all four levels of the SAMR model. For example, they may use a device to conduct research (substitution), use Google Docs, drawing tools or collage apps to type or create posters (augmentation), blog or collaborate with group members through Kidblog, Seesaw, Google Docs, etc (modification), and create multi-media projects to share their knowledge and/or take action with their classmates, family, community, and possibly even world-wide through social media outlets (redefinition). One of the most beneficial advantages of using technology alongside PBL, in my opinion, is that there are an infinite amount of tools and resources available to students to use throughout the PBL process. This allows students choice in how they will record, publish, produce and share their work. "(PBL) allows students to own their learning while promoting the inquiry of science, resourcefulness of technology, design principles found in engineering, and application of math" (21centuryedtech, 2014). Teachers who are new to both technology integration and PBL in the classroom will eventually have to jump in and start somewhere. It's important to remember that neither will be perfect the first time through (or the second or third time for that matter!) However, much like we expect our students to grow and transform through the PBL process, teachers will also grow and transform while incorporating higher level thinking skills and higher steps on the SAMR model ladder. I can't imagine in this day in age, not integrating technology into the PBL process in one way or another. The more experience teachers and students have with technology and PBL, the more success teachers and students will have! Resources 21centuryedtech, Essential Connections of STEM, PBL, and Technology Integration… What Would Dewey Think?, Michael Gorman,, September 15, 2014 https://21centuryedtech.wordpress.com/2014/09/15/essential-connections-of-stem-pbl-and-tech-integration-what-would-dewey-think/ Common Sense Media, Introduction to SAMR https://www.commonsensemedia.org/videos/introduction-to-the-samr-model
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I really enjoyed watching real examples of Project Based Learning throughout the week. I have always had an idea of what successful PBL looks like in the classroom, but truth be told, thought it would work best it upper grades, such as high school. When viewing the More Fun Than a Barrel of...Worms?! and March of the Monarchs videos, I felt inspired to truly delve into this structure of learning with my elementary students.
In all three examples of PBL (including Geometry Students Angle into Architecture Through Project Learning) students of all ages were engaged in authentic learning activities based around solving a problem. Students were given questions based on a real-world problem, while targeting learning standards, and those questions were the basis of structured collaboration and student driven ways in which to solve a problem that would have an impact on their community (Edutopia, 2014). I viewed each video two times. Once to get the overall gist of the project, and a second time to understand how well the educators did (or did not) meet the Gold Standard for Project Based Learning (Larmer & Mergendoller, 2015). In this model, successful PBL includes a "challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, public product...all centered around key knowledge, understanding and success skills" (2015). I've used these criteria to determine each project's effectiveness using PBL. More Fun Than a Barrel of...Worms?! (Curtis, 2001) (note: I did find it challenging to find evidence of each criteria for each project featured in this article since there were many, so I'm focusing on the project dealing with animals and worms)
In all three examples of PBL, the students were highly engaged, had control over their learning, we collaborating and problem solving effectively with their peers, and working towards common goals. The teachers were not the center of the classroom, rather the facilitators who asked purposeful questions, helped students find appropriate materials, guided students towards success but never revealed the correct answer. Teachers created environments in which students felt safe to make mistakes, share successes, debate ideas and come to a common understanding. Through the hands on experiments and authentic audiences, students felt impelled to stay engaged, absorb as much as they could, and show their knowledge through a variety of presentation tools in order to impress their audience. At the time these videos were produced, the technology used was quite impressive. Students used computers to access the internet, make PowerPoint Presentations, thinking maps, print out pictures, and more. Knowing what I know about the endless amount of tools available to students in 2017, so much more can be done in terms of technology. There are countless presentation, creativity, inventive apps out there that would aid in a much more effective presentation. There are also many more ways to share findings and presentations through social media, shared portfolios, YouTube, and more. When students know that their work will be shared outside of the classroom, their work tends to be more thought out and have more attention to detail. I am very eager to explore more examples and create a PBL project for my own students. I know my students would be have extreme enthusiasm to participate in a learning project like one described above. Resources Armstrong, S. (2002, February 11). Geometry Students Angle into Architecture Through Project Learning. Retrieved from https://www.edutopia.org/mountlake- terrace-geometry-design Curtis, D. (2002, June 6). March of the Monarchs: Students Follow the Butterflies' Migration. Retrieved from https://www.edutopia.org/march-monarchs Curtis, D. (2001, October 1). More Fun Than a Barrel of...Worms?! Retrieved from https://www.edutopia.org/more-fun-barrel-worms Edutopia. (2014, June 26). Five Keys to Rigorous Project-Based Learning. Retrieved from https://www.youtube.com/watch?v=hnzCGNnU_WM Journey North. (1997 - 2016). Journey North. Retrieved from http://www.learner.org/jnorth/ Larmer, J & Mergendoller, J. R. (2015, April 21). Gold Standard PBL: Essential Project Design Elements. Retrieved from http://www.bie.org /blog/gold_standard_pbl_essential_project_design_elements |