Unit 5 Blog

 How do PBL and technology connect through SAMR?

One of the biggest goals that most teachers begin the school year with, is creating a space that motivates their learners. Project based learning provides a lot of opportunities for students to own their learning, which in turn motivates them to want to learn. As students are involved in choosing their project topic, researching solutions, and creating a product to share with their peers or the community, they also may begin to question things in their classroom. For example, a student might wonder about how they can modify or redefine their project. This prompts higher-order thinking skills. The SAMR model is a great way for teachers to encourage the students' questions through higher-order thinking. 

STEM and STEAM encourage students to continue their wondering and how it relates to their topic through the use of technology. The students can use technology as a research tool or as a creation and presentation tool. The teacher should guide students through the use of technology tools, acting as a 'guide on the side' when students need help with troubleshooting. 

Resources

Gorman, M. (2014, September 15). Essential connections of stem, PBL, and Tech Integration... what would Dewey think? Retrieved November 27, 2022, from https://21centuryedtech.wordpress.com/2014/09/15/essential-connections-of-stem-pbl-and-tech-integration-what-would-dewey-think/

Puentedura, R., Dr. (n.d.). Ruben Puentedura on the impact of the SAMR model. Retrieved November 27, 2022, from https://www.commonsense.org/education/videos/ruben-puentedura-on-the-impact-of-the-samr-model?page=1

Unit 1 Blog Post

 Similarities Amongst Three Project-Based Learning Examples

Reading the articles “More Fun Than a Barrel of…Worms?!”, “March of the Monarchs: Students Follow the Butterflies’ Migration”, and “Geometry Students Angle into Architecture through Project Learning” allowed me to see project-based learning in practice. I was able to see the characteristics of project-based learning from the Buck Institute for Education Gold Standard for Project Based Learning. Watching the videos and seeing the teachers and students in action exemplified the student and teacher interactions and the high level of student engagement. 

The three articles shared many common attributes. One that stood out to me was that all of the projects were student-created. Each project addressed a problem that the students had identified or could connect with. The articles also shared the fact that students’ projects involved real-world connections and even community members such as scientists and architects. In Armstrong’s article, the students’ school of the future projects are judged by local architects. The students had the chance to visit their architecture offices as well. In the article by Curtis, the students were able to museums, Wall Street, and the Cystic Fibrosis Foundation through their projects. The students in Mrs. Koontz’s class were able to help scientists create a digital map of the migration of monarch butterflies. 

Partnering with professionals and members of the community is one way to increase student engagement. The students are oftentimes more motivated when they know their work has a real-world connection and impact. Also, focusing on issues and questions that the students come up with creates a sense of ownership. Because the projects are mostly student created, the teacher acts more as a guide. The teacher also facilitates the communication between the professionals that the projects are assisting. 

Technology was used throughout all of the articles to facilitate communication, logging of data, and creating presentations. The use of technology in all of these projects is to enhance the project and facilitate the gathering of information, not just the use of technology for technology’s sake. 

I believe these projects meet the criteria for the Gold Standard of the Buck Institute for Education Gold Standard for Project Based Learning. The projects hit the key skills such as the 4C’s and 21st Century Skills. The students must collaborate with their peers. They are communicating, critically thinking, and being creative. When they are finished with the project, they present their product to community members. The projects also authentic, challenging, include student choice, and culminate in a public product.

References

Armstrong, S. (2002, February 11). Geometry students angle into architecture through 

project learning. Edutopia.

https://www.edutopia.org/mountlake-terrace-geometry-design

Curtis, D. (2001, October 1). More fun than a barrel of . . . worms?! Edutopia. 

https://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002, June 6). March of the monarchs: Students follow the butterflies’ 

migration. Edutopia. https://www.edutopia.org/march-monarchs

Lamer, J. (2020, July 22). Gold Standard PBL: Essential Project Design Elements. 

PBLWorks. https://www.pblworks.org/blog/gold-standard-pbl-essential-project-design-elements