Generation YES Blog » projects

Global educators – new accredited professional development opportunity

Sylvia Martinez — Tue, 06 Sep 2011 17:36:24 +0000

Join the fine folks at TakingITGlobal for some exciting professional development on global education and project-based learning. Starting this month, TIGed is offering two accredited e-courses in technology-enabled global education for teachers around the world!

TakingITGlobal is a youth community site with over 140,000 members worldwide. The site tools allow members to create or join global projects, with community and sharing features. To support teachers, they offer TIGed, a community with resources and shared space to plan or learn more about how to support global education.

Starting September 14, 2011: TIGed is offering two e-courses: “Introduction to Global Education” and “Introduction to Global Project-Based Learning.” The first course familiarizes participants with the driving pedagogies behind global education and guides them in exploring practical strategies for globalizing their curricula. The second course builds on the first by exploring how global education can best merge with project-based learning strategies, including how to use online tools to effectively collaborate with international partners. You can learn more about what is covered in each course by visiting the TakingITGlobal Professional Development homepage.

The first e-course starts September 14th, so don’t delay! Register today to secure your spot by visiting the TIGed Professional Development site.

Sounds fun! Don’t miss out -

Sylvia

GenYES changes the way teachers view students, school, and technology

Sylvia Martinez — Mon, 14 Jun 2010 09:34:58 +0000

OK, I know a post this long violates all the rules of blogging. But I’m doing it to make a statement that only volume can make. And you don’t have to read it all – just skim through it. You’ll get the picture soon enough!

Every year we ask our GenYES schools to fill out surveys. GenYES students take a survey about helping teachers integrate technology throughout the year. GenYES lead teachers take surveys about running the class, give us feedback on the online tools and curriculum, and their perceptions of how GenYES has changed the whole school relationship to technology. We also ask the teachers who partner with GenYES students to answer a few questions. These are the teachers who allow GenYES students to do everything from fix their computers and troubleshoot their projectors to co-design whole standards-aligned units that take advantage of the latest technology.

The experiences of these “partner-teachers” are at the core of the GenYES philosophy. Can students be taught enough about technology and learning to provide meaningful help to teachers? Will teachers accept help from a student? Will teachers not only accept the help, but learn new technology from students? Will they continue to use technology to improve education?

Every year the answer is a resounding YES. Every year we see the surveys – typically 90+% of teachers say that working with a GenYES student was positive, useful, and increased their understanding of how technology can improve education.

This year I thought I’d share a bit more. LOTS MORE! Below are replies to the open ended question – “How has your experience with GenYES changed the way you view students, school, and technology?” Because these answers illuminate how deep the GenYES experience goes and how it changes the student, teacher and the whole school community.

GenYES partner-teachers responses to: “How has your experience with GenYES changed the way you view students, school, and technology?”

GenYES gives students a wonderful opportunity to assist teachers and staff and provide them with a sense of service. As students become more proficient in technology, so will teachers.

GenYES has helped me develop a closer relationship with students I don’t have in class. Their expertise is amazing!

I enjoy working with the GenYES students. Their enthusiasm brings enthusiasm to my students.

I love this program for the fact that the students that create the project have a real sense of accomplishment. The fact that they produce something that then gets used by me to teach other kids is very empowering.

I think giving the students the power to teach is great. It really gives them a sense of accomplishment when they finish.

I think students can benefit from using technology to learn the required curriculum.

I think that the students are capable of producing a product that is of high quality that they can then use to teach the students with.

I truly enjoy the projects the GenYES students make.

It was really great to interact with students who would create a project I could use in my teaching.

My students love the use of technology in the classroom. They are more anxious to learn!

Students can help teachers learn just as well as adults.

Students creating something to help me teach was great!

The GenYES program has helped me continue to love teaching.

The GenYES students are fun for me to work with. I enjoy their drive and determination. I’ll be moving to a different school next year, and there’s no GenYES program. I’ll miss participating in GenYES.

The students have been a pleasure to work with and also a great help.

Yes it has helped me see new ways of doing things therefore re-invigorating my teaching.

the students are able to create and teach material that is essential for this class and state standards. I will now use more technology and student-generated work in the future.

The GenYes program has shown me that incorporating technology into the classroom is very important for todays students who are techno driven.

The more involved students can be with computers in the curriculum the better for the students since they enjoy and are more willing to learn if the computer is part of the process.

It is a good outlet for students to do new and exciting things.

Opportunity to work with students on technology has really been encouraged through working with GenYes. Before I would just try to figure it out myself. GenYes has helped me to see a new way of looking at teaching.

I am more able to appreciate and use the students’ technological skills.

I think it was a good mutual learning experience for both teacher and student. We were able to learn technology from the students and they learned about our program.

It has given me a greater appreciation of the technological knowldege that students have.

Students feel empowered when they are asked to help a teacher. That don’t get to do that very often. I think it’s a wonderful thing!

Continues to help me see the value of empowering students to learn and use their talents for the good of others, not just themselves. It’s a nice byproduct that they feel better about their abilities as a result.

Students attend more readily to the visuals provided by computer-assisted instruction. Since the study of the solar system is rarely “hands-on” the students benefited from the one-to-one instruction provided by the GenYES student. I would not have been able to reach all the students in my class in this way without repeated interruptions.

Using technology in the lower grades will definitely prepare my students for their futures in high school and beyond. It gives them confidence to feel that they will be able to compete and participate in the real world, and that helps them feel connected to their futures. It’s very empowering.

Intergragting computers for use in the classroom can be done. Also, the students love it.

It has made me see how “native” kids are to technology…they can do anything with technology with little guidance!

technology is another way for students to learn and the interest level is really high when they get to use it.

This experience with GenYES had made it clear to me that students can create a project relating to standard content. Students in GenYES learned not only the content, but also computer and presenting skills.

Get out of students’ way! They are so much more comfortable with technology than are the teachers!

I felt it helped me to try new things using Technology in my classroom.

I found them to be very cooperative and helpful!

I have learned that the students need more room to create and design their projects. One of the most important things we need to do is get out of the students’ way. I truly believe that GEN YES has allowed teachers and students to partner their learning.

I think it is fantastic that I can get help from student around my school campus.

I think its a good pogect for students and teachers

I think that it is wonderful that students have the opportunity to learn about technology and help teachers learn about it, too.

I would like to see more kids have this opportunity. I realize that it takes an incredible amount of time for the tech teacher to train these kids but the payoff is well worth it.

It was a great form of mentoring. I also appreciate all the time and effort it took for the student to complete the project.

Students are much more capable that they are given credit for being. There are many problems that they can collaboratively solve and solutions to obstacles that they have a unique perspective on.

I enjoy seeing students motivated and creative with technology in teaching or assisting teachers with student learning.

I know that technology is an important part of the way we need to teach our children and it was helpful having a student make that connection.

I realize what a virtually untapped resource students can be in helping teachers.

GenYes provided a valuable service for our school. We have experienced technology users that bring a kid’s perspective to the presentation.

I believe I have a resource to help me with any of my tech challenges.

I have more confidence using technology knowing I can get help when I run into a problem.

I am aware that technology will become more and more prelevant in my daily teaching.

I’m very impressed with the students work.

It continues to remind me that student – teacher partnerships are meaningful and can be implemented in several ways in schools.

That they definitely know more about computers and programs than I do. The students are very helpful in teaching me how to do web design.

With the right training they can do amazing projects which can help others

I delight in my students creating lessons from their perspective. It is helpful for me as their teacher, to see what they consider to be important in their learning.

Every time I work with GenYES students, I am inspired!

GenYES students have taught me that students are a great resource for learning. They motivate me to use technology.

It was amazing to see how technologically saavy these fourth graders were. I learned a great deal from them. It was also nice to step back and allow students to take over the technology piece for a change.

I give them a credit for being pretty good at using and working with computers.

I liked the responsibility accepted by students.

I think that every student can conquer the technology aspect in any classroom.

I think that fun interactive lessons will help keep students on task and keep their interest levels up.

This project helped me see that technology can be used anywhere.

I look forward to more collaboration of this type with the HS technology students.

I think this is a great way to involve students in learning and would like to learn more about how to integrate it into the classroom.

I was happy to have an opportunity for my students to act as teachers. They are all very excited to have a turn creating interactive lessons for the class to share

I was very proud of the projects that my students created on their own. It was clear that they enjoyed the program and learned a lot from it.

It’s pretty obvious that every American student needs to become extremely comfortable and efficient with modern technology. GenYES will help out students do this.

I have always liked to integrate new ways of learning into my lessons…GenYES has opened another valuable “door” to the teaching of students in my class.

I knew students were capable before . . . I did see that the computer can offer some students a venue within which they can shine.

I see the value of students mentoring other students; I see ways to enhance learning through creative opportunities available to students using computer tools

I was surprised and excited to see the learning that took place! Both the students and I made huge, impressive leaps! Students definitely had a positive attitude and put a lot of energy toward working on their projects.

I was very impressed with the ability of the GenYes students. They were hardworking and dedicated in completing our project.

It is exciting to see the finished products done with the computer. It is equally and more exciting to see the students fully engaged when working on these projects. It provides assessment of learning in a unique and interesting way.

Students were more engaged and learned a great deal about the subject. It was rewarding for me to see them excited about it and then to see their excellent finished products.

This has been an outstanding experience for students and teachers. It has really helped to build a feeling of family within our school colleagues and students.

I know that my students are becoming more comfortable around technology because of GenYes.

My involvement with GenYES has totally changed the way I look at teaching.

My experience with GenYes has made me feel a lot more comfortable with computers. It has also shown me that the students are very capable of performing well while working with computers.

GenYES has made this year much easier for me and more fun. I think that students enjoy getting to learn about stuff on laptops. It has also helped with me understanding more in a students mind because my partner and I would interact and I would understand my students curriculum

GenYes has really helped me interact more with a student and helped me learn from another person even though they were younger then i was.

I feel that technology is a great way to teach students about different programs and I plan on using it more in the future.

I noticed that the GenYES students know more about computers than I do.

I now feel confident in teaching my students a lesson using technology. The students really enjoy using the computers on a regular basis.

I think the thing that changed the way feel about the school and students is that they under stand the computer better then some of the teachers.

It changed they way I look at the school and students by showing me that students are learning more about technology each and every day. So there fore they have to teach the teachers more about the computers or just technology.

It has changed the way I look at school and students by showing me that students can also teach me something. They can show me more and more about technology.

It has helped me understand the way most students think because I got to know my partner and I began to understand his curriculum.

It helped me understand that most of the students that go to the school that I’m teaching at know more about computers then I do.

It made me more aware of how much the students really know.

It makes me want to use computers more often in class. Also, it helps the students learn more about the computer programs.

My GenYES experiences have showed me that students are more than capable of learning new programs and teaching them to other students. I also feel that technology and computers are great ways to learn new things.

My experience with GenYES has made me feel a lot better about most of my students. It has shown me that they are VERY capable of performing well while working with computers.

My experience with GenYes was outstanding because I am able to learn more about other technology that I am not familiar to and as a teacher you would want to do that so you have a chance to help your students. I am more comfortable with computers now, now that I am familiar with the mechanics of it. GenYes is a great experience for me and I am looking forward on having another great GenYes student-partners next year.

Since i have begun teaching, many changes have been made in how we keep records and present our lessons. The GenYes program has made me more aware that the students know how to use technology and a result i should actively seek new ways to integrate technology into my lessons.

The GenYES program shows that school doesn’t have to be boring and can have some fun in it. It shows that some students who are okay in the area of computers can become great.

The GenYes students have showed me that students can make amazing projects with the computers and really learn. I know that using technology in school can really improve students learning. I feel that I will use technology more in the classroom because it helps so much.

Using computers more often, I believe, gives my students a more exciting way to learn and create projects. The students love to use the computers and it makes learning much more enjoyable and they can stay focused for longer with the computers.

With the Genyes program i feel a lot better with the students because if i have other students make projects for my class they tend to pay attention more then me making it myself. With the Genyes program i can compare projects with other teachers at different schools and give and receive project ideas from other science teachers.

Yes. I think the students are much more advanced technology wise and have a better understanding of computers then I suspected. Using technology in school is a fun way to learn math. I think my students enjoyed it, and I’d like to do it again.

it has helped me incorporate more technology into the curriculum and it has helped me learn more about using computers for school.

I really enjoyed working with the girls and am truly amazed at their creative abilities. I had no idea that students could create such quality work.

I think it is wonderful that children learn so many aspects of technology at such a young age. I also think it is remarkable that they are able to pass it on to other generations.

This is my second year and I feel having students come and make presentations to younger children is very effective. My class is looking forward to when they can do the same.

Although I myself was hesitant to learn new things on the computer, once I learned and felt confident, I taught my students and they taught each other. I am amazed at what good students and teachers they are in the area of computers. I will forever be changed in my view of their ability!

I am proud of everything my students learned with from the Genyes students.

I found it very interesting working with general ed students, especially in that they were teaching me something.

I was so impressed with my student’s level of responsibility.

It makes technology in my classroom a reality – especially with our new Smartboards.

G. has been helpful on more than just the assigned project. She often showed me how to do “the little things” that prevent me from using technology with my students.

I am so pleased with the GenYes program. I think it is a wonderful way to get students and teachers invoved in creating technology lessons and units together. I love GenYes!

I feel that I appreciate my students even more by participating in this program.

I have always had a high degree of respect for my students and technology. I can only look to the future for greater achievements.

I have been working with students in this environment for a while. I continue to look at student progress in a positive manner and enjoy the creativity of my students.

I have come to realize what a benefit it is for my students to be able to use technology to their advantage for research, with help to complete homework, and personal use.

I wonder how we ever functioned without the use of technology in the classroom.

It has been wonderful to have students able to teach me how to do certain things, to have them help students in the class and to try and troubleshoot any problems. These students are amazing!

It has broadened my scope in the learning environment. I can see a real place for the computer as a learning tool in the classroom as well as the personal life of myself and my students.

It is very important that we integrate technology in our classroom. The students we educate today are a product of the 21st century and technology is a major part of their learning environment.

It really has not changed the way I think or feel about my students. I will, in the future, learn more about their knowledge base so I can utilize their technology expertise and have them gain valuable experience putting their knowledge into practical use.

Students can often be the best teachers and mentors. Pairing a 5th grader with my 3rd graders was a wonderful way for younger students to be influenced positively by an older student.

Students teaching students is a wonderful tool to motivate students.

That students have the power to work with one another at various grade levels, and it creates a personal partnership between teacher and student.

The students adapt to computers quickly and easily.

This is a great opportunity for students to be leaders in the technology field. It also helps their teachers!

I am reminded of how engaging computers are for them.

I have been involved with technology for many years (even as a leader), and have used it and taught it in many capacities. I originally thought that my young partner student would not teach me anything new, but I was surprised to find I was wrong. My GenYes experience proved that you can always learn something new!

I really enjoyed working with my GenYes partner. She is a hard working student that put a lot of effort into completing this powerpoint. She did an excellent job and I learned some great new ways to make my future powerpoints more interesting.

I think it is a great opportunity for students and teachers.

I think that GenYES has shown me how capable the students really are when it comes to using technology. It has taught me that I can learn from them.

Students are very excited to use technology in school and as a learning experience.

All students are much more capable with computers than I would have expected for their age. Also, students were very careful with the computers and respectful of their partners. The sixth grade students were extremely knowledgeable about technology and very patient with my students. I feel like laptops have a real use in the classroom. Before I would have said that this expensive technology would not have had realistic applications in a third grade classroom.

I have always appreciated the opportunities for students to take on a leadership role. GenYES has provided an avenue to further this.

I was a bit concerned the fourth graders would not be able to fully instruct my third graders but the student teachers were incredible, effective and responsible. They were able to instruct my students with new technology. The lap tops are great!

I was impressed with the knowledge and skill of the GenYES students. It was fun working with older students.

I was very impressed at the support given to the students and in turn their enthusiastic support for technology in my classroom. I have watched them assist fellow students and myself become more comfortable with the varied use of technology.

It provides more of my students with computer access and allows use to teach directly to a larger group allowing each student more one on one time.

It showed me that my students are very responsible and the are leaders for the class.

My experience with GenYES reinforced my thinking that students are capable of teaching their classmates new skills. My experienced with GenYES also made me realize that how easy it is to integrate technology into subject areas.

Students can be helpful as peer tutors and can teach me new technology.

This experience has enlightened me to the fact that integrating technology into the classroom excites most students, and creates an opportunity for some to soar. Computers are an excellent tool for building confidence, learning the curriculum, and engaging students that might not normally be engaged in the lesson at hand. Having older students teach younger students is something I’ve always been involved in, and this experience helped further solidify my commitment to continue doing so in my classroom.

Giving students more freedom to work on independent work. I’m also somewhat of a perfectionist, and using something which the student worked on, but didn’t exactly teach it how I wanted, was a little challenge for me, but I learned that the students still learned and it was still great!

I now more actively look for new ways to integrate computers into class projects.

I totally enjoyed working with the students and have thought of projects that I would like to do in the future.

I was frustrated with the availability of hardware needed for this presentation. The staff at my school came to my aid and got the game going right before I needed it-to them I am grateful. The students did a great job putting this project together and I know that using it was fun for all.

I was surprised that the students seemed to like both technology and overheads for lessons. Some seem to feel that they have already played the game show and want a new, exciting format. Such a hard audience.

It is a good way for students to work on their own. I would like to be able to work with these students one on one though.

It is a very effective way to teach students the useful and beneficial aspect of technology.

It keeps the students attention a lot more focus.

It was fun to not only have the students do their own technology project, but to also use what they had created in class was awesome.

Students are growing up in an age of technology and like using it in the learning environment.

The one thing I realized is how out of date I am with computers. It is not the same or as easy as it was when I was a junior in high school. So much has changed and so quick! The students knowledge of computers is incredible.

I feel that after working with students, GenYES should be offered to more students.

It has made new programs not so difficult to learn!

It has not changed the way that I feel. It has opened up other avenues to conduct lessons.

Students can answer my questions and working with them half way through the year, they know my teaching style and can work with my strenthgs and weaknesses.

The students are able to work creatively with Technology.

Yes. The students were actively engaged in the project as well as lending the helping hand in the review.

I really enjoy the GenYes experience. When students generate a project for my class I feel that they have truely grasped the concept they are working with. This is a great partnership!

I am absolutely impressed with students’ abilities to “design” with computers–I can see so many uses which are highly motivating!!

I am constantly amazed at the high level of motivation that computers bring to the entire learning process–for both students and teachers!! I am looking forward to really applying my new learned knowledge to other “projects” and subject areas next school year.

I am happy that my students can be exposed to so much technology. It will help them as they leave the classroom and go out into the work force. I think GenYes has been a positive opportunity for me and my students.

I am very proud of the hard work and effort that my Gen YES students have displayed.

I just enjoyed the experience. I have been computer phobic for years. Working with my GenYes students gave me more confidence to use technology in my classroom. I still have a long way to go, but this was a start.

I truly enjoyed the experience with my GenYes student. She was very serious about the task and the project as a whole. I am excited about the possibilities for our school and integrating technology.

I was appreciative that one of my special day students could participate in a program that I initially thought would only be available to regular education students.

I was glad my students got to participate in this project. It was very motivational. Their enthusiasm is contagious.

It was a very positive experience. My GenYes students were very helpful. I wish all students conducted themselves so well.

My experience gave me great hope for what our school can be in the near future.

Students are a great resource to teach other students and teachers. The GenYes students were responsible, cooperative and innovative!

The GenYes students demonstrated great teaching skills. They were patient and responsible in their duties.

The GenYes students demonstrated that they have skills to teach other students. Using students to teach teachers or other students is a great resource.

I feel more comfortable using technology in my classroom and would like to use more with my kids.

I feel that students can teach the teachers. They are much more computer savvy!

I was impressed at how knowledgeable my GenYES students were with technology.

It is important to incorporate technology into the classroom to keep student interest! They expect it!

It was a great opportunity to work with a student who could teach me simple things I forget how to do because I don’t use enough. I definitely feel more comfortable with technology in my classroom. Students can be a great resource!

It was a pleasure working with an older students and it made me realize the strong desire for knowledge that children have in technology.

This year I found myself expecting the kids to use the computer more often, which means I am more comfortable with it. It feels good.

I am amazed at how “computer savvy” my sixth graders already were before we even started our project. Their level of comfort with computers made the overall project much less daunting, and it also allowed the students to take the project further.

I realize that most of my students are very computer literate compared to their teacher. I enjoy having students show me how to improve my own skills.

It has helped me to see new ways students in second grade can benefit in enhancing their content knowledge through web resources. I also think we can do a more student centered flip camera project next year.

It is great to work with the students who have been in the GenYES because they are so competent in computer skills. Without them a great of my computer learning would not have happened! Thank you to GenYES and to may partner students, Trevor and Anna!

It was wonderful to have fifth grade students come into my classroom and participate in teaching the class and helping students individually as needed. I really enjoyed the partnership.

My experience with GenYES has been a very positive one! I have a very energetic class and found that this project kept them interested and focused! I have continued using technology in our class to motivate students!

My students were very enthusiastic to learn about this project because it was connected to technology. They enjoyed learning a new program and making a presentation that can be viewed by their parents on a digital projector.

I enjoy working with the resourceful students.

I have integrated more technology into my daily lessons.

It has reinforced my belief that students like hands-on interactive ways to learn and focus more on the work if it is visual and stimulating. The key to teaching is to finding how to motivate students to learn. Using this format seems to be successful and student feedback and results obtained from projects have verified this outcome.

It was a pleasure working with such a wonderful young lady.

It was truly awesome to watch the students present this program to incoming students. They displayed so much pride about our school and set terrific examples of how things are done at our school.

Lots of students took advantage of these extra resources.

The GenYES students do a fabulous job coming into classes and doing presentations. Students really look forward to seeing student work.

The GenYES students were great and I saw my science students getting very excited about the work just because it was on computers instead of books.

Catch the Dream – iEARN Youth Summit 2010

Sylvia Martinez — Tue, 23 Mar 2010 19:03:25 +0000

“Catch the Dream” in Canada!
Join hundreds of educators, students, administrators and partner organizations who come together annually from 50-70 countries to share how they are using technology to build global understanding and enhance teaching and learning! Learn how to make your education programs more global, and meet others who believe that students can make a difference in the world when they work together on collaborative online projects.

The iEARN Annual Conference and Youth Summit

Register now for the 17th Annual iEARN Conference and 14th Annual Youth Summit in Barrie, Canada (outside of Toronto), July 12-17, 2010.

Early Bird Rates for the iEARN International Conference and Youth Summit are available until March 31.

Call for presenters - are you interested in sharing your project, student work or best practices in education? Please participate as a presenter at the conference. Call for Presenters is open until March 31, 2010.

Sylvia

Student video – GenYES Rocks!

Sylvia Martinez — Wed, 20 Jan 2010 01:47:03 +0000

SMHS GenYes Rocks! from Debbie Kovesdy on Vimeo.

GenYes is the ultimate tech group at Shadow Mountain High School! We simply rock when it come to new tech and learning! In addition to tech support for teachers and students, we are implementing educational and social gaming in the media center, telepresence communication with students, academia, scientists across the globe, developing interactive Wii walls and more!

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This video was created and produced by the GenYES class at Shadow Mountain HS in the Paradise Valley School District, Arizona. Learn more about GenYES and the student help desk (TAP system) at the Generation YES website.

So all you other GenYES schools – we challenge you to come up with your own videos showing GenYES in action at your school!

Sylvia

Relevant research: Combining service-learning and technology fosters positive youth development

Sylvia Martinez — Tue, 03 Nov 2009 00:21:31 +0000

In an ongoing effort to promote youth empowerment in education, we’d like to offer this research synopsis. This one pulls together several of our favorite subjects: youth development, project-based learning, and technology.

Best Practices for Integrating Technology and Service-Learning in a Youth Development Program by JoAnn R. Coe-Regan, PhD and Julie O’Donnell, PhD, MSW.

Community-based programs that are meant to promote youth development have been around for quite awhile. Numerous studies indicate that youths benefit from these programs in many ways: a more positive self-image, a reduction in risk taking behavior, improved school behavior, etc. Because research illustrates the success of after-school programs, federal funding has increased from $40 million to $1 billion in recent years. A ubiquitous and recurring challenge these programs face is how to recruit and retain teens despite the potential barriers of boredom, family responsibilities, and spending social time with their friends.

In 2006 the YMCA Youth Institute of Long Beach, California developed a service-learning program to help overcome these barriers which “…uses technology as an integral mechanism for promoting positive youth development and enhancing the academic success and career readiness of low-income, culturally-diverse high school students.” (Coe-Regan & O’Donnell, 2006)

The YMCA Youth Institute research is unique in the fact that it focuses on the mutually supportive benefits of technology and service-learning. It also supports the idea that effective technology learning is more than skill acquisition, but is built into collaborative, authentic projects.

Overall, the study found that service-learning which emphasizes technology not only increases positive youth development, it also retains and sustains the service-learning program. Participants were particularly attracted to learning new technology skills and saw this as increasing the likelihood of being successful in life.

The participants spent the entire year working in teams to develop projects including digital storytelling, graphic design, 3D animation, and how to troubleshoot and use computer networks. Additionally, curriculum was developed to link the project content to school content standards.

Coe-Regan and O’Donnell identified five best practices to implementing a service-learning program that emphasizes technology to enhance positive youth development.

Focus on under-served youth. The study found that ‘nesting’ such programs in low-income, diverse communities helped youth connect with a wide range of other cultures as well as helping reduce the ‘digital divide’ that many youths must overcome to be competitive in the 21st Century job market.
Use collaborative, project-based techniques to teach technology. The study found that using projects to teach technology not only increased interest, but participants also gained better planning and problem-solving skills than traditional, specific skill acquisition. Youth also gained more confidence by learning from ‘trial and error’ and from working in teams to develop ‘real world’ solutions to problems as they arose.
Emphasize the usefulness of technology skills in the workplace/higher education. It was found that many youths are well aware of the expectations teachers and employers have in regards to technology competency. Therefore, participants had an authentic desire to learn about new technology. It was found that the program retention increased due to the youth’s determination to succeed in college and the marketplace by developing their 21st century skills.
Stress the importance of service to the community. The study found that 90% of participants found their service learning experience to be positive. Many of the youths continued their service learning beyond the program by participating in internships, volunteering, or helping teachers in their school with technology.
Focus on personal growth and development. “The data suggested that this technology program appeared to have the ability to do more than simply influence technology outcomes. Many participants mentioned the technology skills when asked about the overall general knowledge and skills, but the majority of participants talked about other things they learned about themselves and life skills that went beyond technology skills and knowledge. These included: developing leadership skills, making friends, getting along with others, speaking in front of others and voicing their opinions, balancing life and gaining the motivation to continue with their career goals.” (Coe-Regan & O’Donnell, 2006).

Reference: Coe-Regan, JoAnn R, & O’Donnell, Julie. (2006). Best Practices for Integrating Technology and Service Learning in a Youth Development Program. Journal of Evidenced-Based Social Work, 3, 210-220. Retrieved from EBSCO Host Database.

(This synopsis was written by Steven Hicks, Generation YES grants and special projects coordinator.)

The Technology Ecology

Sylvia Martinez — Mon, 26 Oct 2009 23:34:21 +0000

Today I’m heading to Denver for the T+L conference. T+L is the Technology + Learning conference of the National School Board Association. This year it’s in Denver, Colorado, October 27-29.

I’ll be doing a new session on Wednesday, Oct 28th at 3:30 PM called, “Engage Them! Project-based 21st Century Technology Literacy Curriculum”. It’s about several ideas:

How to develop an engaging technology literacy curriculum for the 21st century, with students in mind and with students involved
The difference between technology literacy and fluency
Developing a “Technology Ecology”
Why projects and technology go together
Showing videos of students who are doing these things in their own schools

I’m not sure I’m the first one to use the term “Technology Ecology”, but I’m starting to really like it. The big idea of this talk is that technology isn’t a subject as much as an ecology – an overarching web of opportunities that can support all kinds of subjects and areas of personal interest. So when we talk about technology curriculum, we need to stretch our minds a bit and imagine new possibilities and connections.

I think a school with a technology ecology is one that is constantly asking the participants to do more with technology, challenging the status quo, and always trying new things. A curriculum that embraces this mindset would reach outside class walls to ask students not to just learn to use a word processor, but to to create word processed documents that were meaningful and useful to the student, or perhaps to the school. Why make just movies in technology class when you could make movies that satisfy a history assignment, or help younger kids learn math, or introduce new students to your school. An ecology that looks for authentic projects and embraces the potential of youth to do important things and make important contributions, using the digital tools that they know and love.

After this session, I’ll post more about it here.

Generation YES is a co-sponsor of the T+L conference, and we’ll be down in the co-sponsor booth area, number 118. So if you miss the session, come by and say hi!

Hopefully there will be a T+L Tweetup too – if you’d like to connect, please follow me at smartinez

Sylvia

Free – Projects, portfolios and more for creative educators

Sylvia Martinez — Mon, 24 Nov 2008 11:11:09 +0000

Last week I mentioned the article What Makes a Good Project? Eight elements to great project design by Gary Stager in the Creative Educator magazine.

I hope you had a chance to look at the whole Creative Educator magazine, because it’s great. It’s published twice a year by Tech4Learning, publisher of creativity software for K-12 schools

The Creative Educator is fully available online, and in addition to the project article, this month’s issue has some great articles.

Universal design – tales from a 4th grade classroom about using software that includes ALL students
Bloom and Marzano for the 21st century
Digital Storytelling
Portfolios – and an interview with Helen Barrett, a pioneer and thought-leader of the digital portfolio movement
Lessons and ideas from classroom teachers using creativity software to enhance learning

The articles are all online, and every issue can be downloaded as a PDF. But if you live in the U.S. there’s also a way to get the good ol’ fashioned paper version for FREE – just subscribe here.

Sylvia

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What Makes a Good Project?

Sylvia Martinez — Wed, 12 Nov 2008 16:03:02 +0000

In the November 2008 issue of The Creative Educator magazine, there is the first of a two-part article on project- based learning by Gary Stager and illustrated by Peter Reynolds.

What Makes a Good Project? covers eight elements of projects that make them worth doing:

Purpose and relevance
Sufficient time
Complexity
Intensity
Connected to others
Access to materials
Shareable
Novelty

Stager concludes with questions teachers can ask themselves to improve the design of project-based learning experiences for students.

Project-based learning does take extra work to design and implement, but the results are worth it for everyone involved. So if you make the effort, it’s worth doing it right. As Stager says, “Making things is better than being passive, but making good things is even better!”

Sylvia

May 1, 2009 update – Part 2 of this article is now online! Part 2: What Makes a Good Project

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The art of being an unreasonable educator

Sylvia Martinez — Mon, 18 Feb 2008 21:26:25 +0000

Many educators I speak to daily are very reasonable people. They have dreams about how education should be, but still show up for work every day in a system that is slow, if not hostile to change. They compromise with people to gain small victories, play by the rules and work miracles in sub-standard conditions. They bide their time hoping that someday their work will pay off, if not in systemic change, at least in the lives of future citizens of the world.

“The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man.” – George Bernard Shaw

Reasonableness as a roadblock to change
Who hasn’t heard something like this — “I totally believe in technology and project-based learning. But my board is really conservative, test scores are down, and my principal doesn’t like that kind of airy-fairy nonsense. Besides, five years ago we tried it and half the teachers used “project time” as a smoke break. So I was thinking that after testing is over I would have the kids do a project where the kids use vocabulary words and write a letter to the troops overseas. Maybe I could have them make a PowerPoint or do something with technology. I can probably squeeze the whole thing into 3 days. That way I can say it’s got language arts skills, 21st century skills, it won’t take too much time, and the board will love the troops angle. ”

Reasonable compromise or watered-down status quo with technology tacked on?

The problem is that by being reasonable, educators pre-compromise themselves out of strong, defendable positions. Project-based learning is a strong position to come from. There is research on how to do it, why to do it, and lots of examples of success. But by compromising even before you get to the negotiation, you lose out. You have lost your ability to create conditions of success, and you have lost your negotiating power.

Most likely when you get to the actual planning, the people you thought would be impressed by your reasonableness stun you by not appreciating it at all. They want MORE compromise. In your eyes, they are unreasonable. You’ve already compromised (in your head) and now there’s no more to give. How come they get to be unreasonable when you’ve worked so hard before the meeting even started? It’s not fair!

You must practice the art of being unreasonable.

The art of being unreasonable

Dream big.
Come to the negotiation with a plan that meets all your needs and only your needs, with justification for them. You can compromise later from a place of power.
Don’t play fair. Kids lives are at stake. For example, take kids into a meeting and have them present. It’s hard to say no to cute 8 year olds. (This is not about doing illegal or unethical things!)
Acknowledge other people’s fears but label them as fears, not roadblocks or reasons to change the plan. Invite them to participate as your plan unfolds, so they can see that their fears are unfounded.
Just because you understand other people’s arguments doesn’t mean you have to accept or act on them. That’s what reasonable people do. The other side isn’t accepting your arguments; you don’t have to accept theirs. Remember, you are unreasonable!
Find others who believe in the same things you do and create a personal support system.
Don’t be a martyr. If your plan is getting crushed and it’s just not going to happen, walk away. Come back with a bigger and better one.

Be unreasonable, not a pain
I know. You are saying, “I work with unreasonable people all the time! It’s not pleasant! They think they know everything, everyone resents it and figures out sneaky little ways to sabotage the plan. I want to be seen as fair, so that everyone will want to work with me, not against me.”

Everyone wants to be liked. Educators are probably the nicest people of all. Would it be so bad if people thought of you as a rebel, a dreamer, or a force of nature instead of just “nice”? Add a few new adjectives to your personal profile. You might be surprised that not only will people still like you, they will respect you more. Allow your unreasonableness to come from a place of righteous power and promoting student welfare, not anger or self-promotion. Anyway, nobody likes a pushover.

“You see things; and you say Why? But I dream things that never were; and I say Why not?” — George Bernard Shaw

Go ahead, you have my permission, be unreasonable.

Sylvia