Educational Nets; Catching 21st Century Learners

Understanding the NETS-S

The NETS are in simple terms standards of technology use among students nationally prescribed.  It serves as a viable source for educators, parents and students to view best practices for integration of technological tools and truly learning in the 21^st Century.  Students need tools to help them progress as digital learners and become effective members of today’s “flat” society!

Inter-NETS-S in School!

Some of the sites above have become quite favorites among educators as they truly encompass all that is coveted by today’s learner.  Engagement, excitement, connections to real world and creativity are among some designs applied when using such Web 2.0 applications.  Students can take the core of understanding from the content being taught while applying their own signature of creativity and inspiration to publish a finished product demonstrating their new knowledge.    As they use these Web 2.0 tools, not only does the education become stimulating but it is also relative to current practice in society—locally and globally.  When teachers assimilate the use of digital tools and content standards of learning during instruction, the lesson goes far beyond the fundamentals of education and comprises the current societal culture of business.                                                   

~COMMON DESIGNS~PBL Blog1

~COMMON DESIGNS~PBL Blog 1

Recently, I have viewed three online models for project based learning:

“More Fun Than a Barrel of . . . Worms?!” – Diane Curtis, Edutopia  http://www.edutopia.org/more-fun-barrel-worms

“Geometry Students Angle into Architecture Through Project Learning” – Sara Armstrong, Edutopia  http://www.edutopia.org/geometry-real-world-students-architects

“March of the Monarchs: Students Follow the Butterflies’ Migration” – Diane Curtis, Edutopia  http://www.edutopia.org/march-monarchs

In each of these threads, I noted a commonality among using in-depth projects and exploration to enhance the learning process. Some concepts I chose to bullet as they are a staple when it comes to the composition of project-based learning.

ü  Curiosity—

ü  Investigative learning—

ü  Careful & detailed planning—

ü  A comprehensive, completed project—

ü  Real-World connected activities/context—

I note that often it is a “backwards” work plan in which the finished product is first thought of; i.e. “what is it the students should be able to accomplish or what is the desired outcome?”  From there the details begin to be mapped out and the plan takes place.  The product is what drives the learning process as there are many necessary skills involved in the completion of said product.  Rarely have I noticed a project-based learning plan that involved concrete skills in isolation; that is just not the philosophy behind the concept.  There is a unique relationship between teacher:student in such classrooms.  The teacher takes on a more defined role of facilitator and the students are more empowered in their quest for education and perception.  This allows most definitely for more ownership by the students and often greater participation.  It seems the development of knowledge and the retention of newly found wisdom is far more beneficial when incorporating problem-based, product-based or inquiry-based learning.  My investigations will lead me further to develop a deeper understanding of both the connections between these educational philosophies and the variances.