Moving Beyond Automated Activities

While teachers have agreed to incorporate more technology into projects, several are not convinced that students’ end products will be anything more than an automation of traditional poster boards or essays. Can you give me some examples of the differences that I can share with them?

There are many ways that technology can be used to change how students develop projects and design end products. However, in order for that to happen, teachers need to encourage them to capitalize on the unique capabilities of connectivity. For example:

  • Research–Internet connectivity provides access to resources students might not otherwise be able to find, such as online libraries, research, reports, and field experts.
  • Hyperlinks–Students are able to use links in electronic essays, presentation files, or Web pages to illustrate ideas, provide supporting documentation, or enable readers to access information in a non-linear fashion.
  • Intended audience–Instead of limiting their audience to the classroom, students may design and publish on the Internet using Web sites, blogs, digital images/video, or podcasts to share their work and invite responses from a real-world audience.

Submitted by: Susan Brooks-Young