Implementing the Project
Once you've planned the teaching and learning environment, consider resources that will be helpful in implementing the project. You may wish to show a personal sample, demonstrate an example, provide printed support, and use a web-based activity page.
If you're asking students to write about a historical photo, show students examples. Discuss how to interpret visuals. For example, students might focus on the changing nature of work through history. Show them an historical example that is meaningful for you such as a personal photo or one of your relative. Next, provide some good starting points for locating visuals. For example, Images of the American West could be used to explore pictures from the past such as a picture of old west gambling. They could use Yahoo Gallery for a picture of gambling today. Students could then create a a Power Point presentation that includes a comparison of gambling today and yesterday. If you're seeking a template that can be used for creating a web-based activity page, explore Filamentality.
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Management Ideas
Consider how students can be grouped for maximum impact. How much technology will be needed and where and when will it be used? Consider individual differences including reading and learn time.
Roles for Groups. There are many ways to organize students in groups. You could use professions such as artist, geologist, or lawyer. Animals such as bees and lions have different ways of working use these for groups. Consider real people such as "becoming" a popular author or president. You could use sports teams such as the quarterback, coach, or pitcher. Think about business models such as quality control and CEOs. Consider how students will take on these roles. Will students rotate during the project? Will students self select roles?
Technology Access. As you plan the environment, consider the accessories needed such as scanners, cameras, and printers. Think about the need for online access. In some cases, resources can be preselected and organized. Could some pages be printed or downloaded to save time? As you think about access consider individual and group roles.
Technology management can be frustrated. Consider the following three "learning time laws":
  • The more time provided, the more time students need.
  • Students never finish at the same time (or on time).
  • All projects require twice the amount of time predicted.
Individual Differences. As you plan classroom strategies, be sure to consider individual differences. Provide choices, options, suggestions, idea, and approaches that will help individual students. For example, some students learn best with oral instructions while others need the support of printed text materials or visuals. Explore the Destinations unit for some support materials ideas.
Project Starters
Providing students with project starters can be a timesaving management technique. In other words, students often waste time making preliminary decisions in a project. They "spin their wheels" exploring Internet resources and looking for resources.
Use Existing Visuals. Provide visual resources such as clip art, cartoon graphics, real objects, historic posters, and maps. Ask students to use these in their projects. World Money, Ad Access, and Landforms are three website examples.
Use Existing Audio. Explore audio tools and clips, nature sounds, sound effects, oral readings, and music options. For example, your class might start with a nature song or a children's song.
Use the News. Start with a book, article, photograph, video clip, or audio clip related to a current event or something in the news. For example, you might use a clip from National Public Radio.
Cactus Exploration
Discuss how you currently manage technology projects. Brainstorm your frustrations in using technology in the classroom. Discuss possible solutions.

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Created by Annette Lamb, 02/01.