I believe in using technology to plan and design learning environments for students. My philosophy of project-based learning, use of blended learning and working with the community fosters that collaboration. One of the projects my students have taken on is the creation of a National Association of Home Builders Student Chapter. Two schools are currently involved in this project, with three more schools expressing interest to join. Our students meet in person once or twice a month to do team building and leadership activities and also build dog houses, picnic tables and small sheds. In between their meetings the students work in small groups or individually in an e-learning environment via eschool builder to plan the design, purchasing and supplies for the projects. In addition, students are also researching careers in the CIMRA career ladder utilizing Department of Labor market information so that they may make informed decisions regarding their future.

An important facet of designing any learning environment is getting feedback and adjusting curriculum as necessary (Pearson & Trinidad, 2005).  Offering a blended learning environment allows for me to meet with students face to face but also keep in touch and get feedback more easily throughout the course of their work.  Currently I have students taking online courses during non-school hours to better prepare them for a summer internship in the manufacturing industry.  As they complete each course I am able to get a report of their work and can adjust my tutoring as necessary (see Appendix G).    In addition to reviewing student grades, I also give the students a survey before; during and after their experience to assess their understanding and satisfaction with technology (see Appendix H).

Another project that students are working on is in collaboration with the Willimantic Whitewater Partnership. During this past summer students collected and analyzed data regarding the history and the flora and fauna of the area surrounding the Willimantic River. The students created a PowerPoint slide show and presented it to the WWP executive committee so they may use it for their planning and marketing of the trails. In addition students used GPS tools to measure distance and create trail markers along the East Coast Greenway so that this trail may be better utilized by the public. Students will continue to landscape, research and present their data to the WWP in future summer internship opportunities.

Each of these project based learning samples is used to teach students both academic skills (in construction technology, engineering, science and math) but also to teach real world work situations.  Students are learning and practicing communication skills, management skills, decision making skills and production skills.  In this sense I am using project based learning to reinforce work readiness skills, and am also offering a concrete and holistic approach to learning while incorporating subject material (Helle, Tynjala and Olkinuora, 2006). 

Incorporated into all of my project-based learning opportunities are Adventure Education activities for students to learn team building, problem solving and leadership skills. These important skills compliment the technological and academic aptitudes to increase their core employability skills. The state of Connecticut School to Career program lists eight career clusters, and within each of these, technology and project-based learning can be incorporated. Students who complete project-based learning activities can be more involved in and have a wider variety of evaluation tools.

By involving the community, I feel that I am able to capitalize on resources to aid in teaching students. I work closely with area organizations to provide student internships, many in the area of technology. One student intern is creating visuals for the Windham AIDS Program; another has worked at the Information Technology Department at Windham Hospital. By coordinating with area workplace mentors, we can provide a technology rich learning environment for our high school students.

According to the National Education Technology Plan students state that they want to utilize technology. I feel that integrating technology in project-based learning using a blended learning environment meets their diverse needs and learning styles. Students are able to problem solve, collaborate, use critical thinking skills, make complex decisions and discover solutions to real world problems through internships and project-based learning. Finally, research states that portfolios are a powerful tool for displaying accomplishments in a student’s learning, and are a good means of collecting authentic performance assessments. Electronic portfolios add to that in their accessibility. They allow for educators to share data, parents to look online at their child’s work and students to take ownership of their learning.

Helle, L., Tynyjala, P., and Olkinuora, E. (2006).  Project-based learning in post-secondary education-theory, practice and rubber sling shots.  Higher Education, 51, pp. 287-314.

National Education Technology Plan (2004).  A nation on the move.  Retrieved March 16, 2009 at:

http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-ANationontheMove.html

Pearson, J. and Trinidad, S. (2005).  OLES: an instrument for refining the design of e-learning environments.  Journal of Computer Assisted Learning, 21, pp. 396-404.