1. An Introduction to ICT-Infused Project Based LearningCC

2. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.
Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.
Students are most successful when they are taught how to learn as well as what to learn.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

3. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

4. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
Difference between knowledge and skills.
Knowledge: What is a doorknob?
Skill: Opening a door.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

5. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
Inquiry-based learning honors learners’ drive to create meaning from their world. It assumes that people want to learn and naturally have questions about their world.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

6. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
PBL is designed to acknowledge the importance of standards and evaluation of student learning. Essential questions or Curriculum Framing Questions keep the focus of the project on the learning objectives and assessment standards.
Avoid dull questions such as “What is the water cycle?”
The project should highlight provocative issues or questions that lead students to in-depth exploration of authentic and important topics.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

7. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
Project based learning specifies products that solve problems, explain dilemmas, or present information generated through investigation, research, or reasoning.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

8. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
Authentic, real-world tasks create a need to know the material being studied. That NEED pulls the learners towards information.
Better than teachers PUSHING learners in a direction.
Learners are more engaged and interested in authentic tasks.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

9. Project Based Learning
A systematic teaching method that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.
Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.
Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.
Students are most successful when they are taught how to learn as well as what to learn.
From Introduction to Project Based Learning Handbook, Buck Institute for Education.

10. Project Based Learning
We’ll call it
PBL

11. PBL changes the classroom

12. PBL changes the classroom
Students making podcasts with Audacity. CC

13. The Edible School Yard
Show Edible School Yard to 2:00
George Lucas Educational Foundation (GLEF) PBL videos available free at iTunes

14. What about the use of ICT?CC

15. ISTE’s Educational Technology Standards for Teachers
International Society for Technology in Education
National Educational Technology Standards (NETS) and Performance Indicators for Teachers
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
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16. Standard 1: Facilitate and Inspire Student Learning and Creativity
Teachers … facilitate experiences that advance learning, creativity, and innovation. . .
Let’s look at just one of the NETS standards.
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
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17. Standard 1: Facilitate and Inspire Student Learning and Creativity
promote, support, and model creative and innovative thinking and inventiveness.
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18. Standard 1: Facilitate and Inspire Student Learning and Creativity
promote, support, and model creative and innovative thinking and inventiveness.
engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
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19. Standard 1: Facilitate and Inspire Student Learning and Creativity
promote, support, and model creative and innovative thinking and inventiveness.
engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
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20. Standard 1: Facilitate and Inspire Student Learning and Creativity
promote, support, and model creative and innovative thinking and inventiveness.
engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
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21. Standard 1: Facilitate and Inspire Student Learning and Creativity
promote, support, and model creative and innovative thinking and inventiveness.
engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
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22. What we will look at
This Checklist is used by teachers in the Intel® Teach Essentials Course as they develop their projects.
But there is too much here for us to review in our short time together.
Project Characteristics Checklist from Intel® Teach Essential Course.

23. What we will look at
We will focus our analysis of PBL on the items in the blue boxes.
Project Characteristics Checklist from Intel® Teach Essential Course.

24. Characteristics of PBL
Engaging Task
Learners assume an active role
Varied learning strategies engage all learners
Develops both knowledge and skills
Authentic demonstration of learning

25. Characteristics of PBL
Engaging Task
We’re going to use this checklist to study and discuss three videos of projects.

26. Characteristics of PBL
Problem Based Task
Authentic, real-world challenge or question
Demands higher-order thinking* to real-world contexts
Involves 21st century skills *

27. Bloom’s Taxonomy
Old Blooms you learned about at varsity.

28. Bloom’s version 2.0
New Blooms, developed at the turn of the millenium. Note the top of the pyramid.
American Psychological Association.

29. What are 21st Century Skills?
While working on projects, learners develop real-world, 21st century skills—the same skills desired by today's employers.
The elements described as 21st century student outcomes (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.
21st century skills represent the necessary student outcomes for the 21st century, i.e. students need to obtain Learning and Innovation Skills (creativity and innovation, critical thinking and problem solving, etc.), Information, Media and Technology Skills, Core Subjects and 21st Century Themes (global awareness, financial literacy, etc.) and Life and Career Skills (initiative and self-direction, among others) the colored parts of the rainbow.
The Partnership for 21st Century Skills.

30. Businesses like Intel® look for 21st Century Skills
Watch the video. (1 minute)
Paul Otellini, President and CEO and Craig Barrett, Chairman of the Board, discuss 21st Century Skills

31. What are 21st Century Skills?
21st Century Themes:
Solve complex problems
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
Health Literacy
We believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects.
The Partnership for 21st Century Skills.

32. What are 21st Century Skills?
Learning & Innovation Skills:
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in the 21st century and those who are not.
The Partnership for 21st Century Skills.

33. What are 21st Century Skills?
Information, Media and Technology Skills:
Information Literacy
Media Literacy
ICT Literacy
People in the the 21st century live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers need to exhibit a variety of technical skills.
The Partnership for 21st Century Skills.

34. What are 21st Century Skills?
Life and Career Skills
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as these.
The Partnership for 21st Century Skills.

35. Characteristics of PBL
Problem Based Task
We’re going to use this checklist to study and discuss three videos of projects.

36. Characteristics of PBL
ICT Enhances Learning
ICT helps learners construct their own understanding
Develops higher-order thinking and 21st century skills
Improves collaboration
Fosters communication

37. Characteristics of PBL
ICT Enhances Learning
We’re going to use this checklist to study and discuss three videos of projects.

38. What the research says…
PBL improves learning when learners apply classroom-gathered knowledge to real-world problems.
Adapted from Powerful Learning: What We Know About Teaching for Understanding, Linda Darling-Hammond, et al. 2008

39. What the research says…
PBL improves learning when projects require sustained engagement and collaboration.
Adapted from Powerful Learning: What We Know About Teaching for Understanding, Linda Darling-Hammond, et al. 2008

40. What the research says…
Active-learning impacts learner performance more than any other variable, including student background and prior achievement.
Adapted from Powerful Learning: What We Know About Teaching for Understanding, Linda Darling-Hammond, et al. 2008

41. What the research says…
Learners are most successful when they are taught how to learn as well as what to learn.
Adapted from Powerful Learning: What We Know About Teaching for Understanding, Linda Darling-Hammond, et al. 2008

42. Intel® Teach Programme
Essentials Course Overview

43. Intel Teach Programme Essentials Course
The Intel® Teach Program is a worldwide initiative to provide teachers with the skills to effectively integrate technology into existing curriculum to improve student learning.
Since 1999, the Intel Teach Program has helped over 5 million educators in more than 40 countries.
The goal of the Intel® Teach Essentials Course is to help classroom teachers develop student-centered learning through technology integration and project-based approaches.

44. Course Focus The themes of the Essentials Course include:
Using ICT effectively in the classroom to promote 21st century skills
Identifying ways learners and teachers can use ICT to enhance learning through research, communication, collaboration, and productivity strategies and tools
Providing hands-on learning and the creation of curricular projects and assessments, which address national curriculum outcomes
Facilitating learner-centred classrooms that encourage learner self-direction and higher-order thinking
Collaborating with colleagues to improve teaching and learning by problem solving and participating in peer reviews of projects

45. A project that allows you to: integrate Web 2.0 tools
Outcomes
The creation of a classroom-based project that you can implement in your classroom.
A project that allows you to:
integrate Web 2.0 tools
meet important learning objectives
nurture 21st century skills

46. Course Goal
To help teachers use the power of computer technology to spark learner’s imagination and ultimately move them toward deeper learning.

47. Intel® Thinking with Technology
Goal of the Course
The course focuses on integrating Online Thinking Tools into classroom projects. Intel's online thinking tools are available for free to all schools in the world.

48. Intel® Thinking with Technology
Online Thinking Tools
Online thinking tools are active learning places where students can:
engage in robust discussions
analyze complex information
pursue investigations
solve problems

49. Intel® Thinking with Technology
Visual Ranking Tool…
…for prioritizing and ordering items in a list.

50. Intel® Thinking with Technology
Seeing Reason
Investigate relationships in complex systems, and create maps that communicate understanding.

51. Intel® Thinking with Technology
Showing Evidence
Construct well-reasoned arguments supported by evidence, using a visual framework.

54. TPCK:Technological Pedagogical Content Knowledge
Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
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