Increasing Student Learning through Multimedia Projects

Increasing Student Learning through Multimedia Projects

Increasing Student Learning through Multimedia Projects

Increasing Student Learning through Multimedia Projects

Synopsis

• How do I organize project-based learning in my classroom?
• How do I ensure projects address curriculum standards?
• What can I do to maximize the benefits my students get from using technology?
• How do I prevent technology problems from eclipsing learning goals? This book answers teachers questions about enhancing student achievement through project-based learning with multimedia. It's a guide for anyone interested in helping students produce multimedia presentations as a way to learn academic content. Weaving together the perspectives of teachers, researchers, and staff of the award-winning Challenge 2000 Multimedia Project and the WEB project, the authors address teaching and learning issues central to successful technology projects, such as assessment, subject-area learning, and connecting to the real world. Increasing Student Learning Through Multimedia Projects offers concrete and practical advice to help teachers through the challenges of working with multimedia projects, including:
• Instituting a production process,
• Getting financial and logistical support and training, and
• Taking on new teaching roles. Throughout, practicing teachers who have implemented this model in their classrooms share stories of their successes and failures and give advice to teachers and students just beginning their adventures with this new learning approach.

Excerpt

Project-based-learning classrooms are abuzz with productive discussion and the excitement of learning. Students are investigating rich and challenging topics, from the Civil War to the drug war, in the context of real-world issues and data. Their studies seamlessly integrate science, mathematics, English, history, politics, and the arts. Project work is group work, with students questioning, discussing, and probing each other's opinions.

In addition to the teacher, other adults—parents, business and community volunteers, student teachers, and teacher's aides—are also in the room assisting student teams. The teams have access to multimedia technology of various kinds, enabling them to access worlds of knowledge beyond the classroom, consult with other experts, assemble their work, and share it with their teachers and classmates. They know that the audience for their ideas lies beyond their classrooms—in their families, the community, and visitors to their Web sites.

This portrait of a different kind of classroom illustrates how project-based learning is much more than a [classroom strategy] or a [textbook supplement.] When fully realized, project-based learning can be the foundation for transforming schools and, together with intelligent use of technology, can create the kind of Digital-Age education our students deserve.

Project-based learning redefines the boundaries of the classroom. No longer are students confined to learning within four walls. This new classroom can be a forest or a stream, an office or a lab, a museum or a zoo—anywhere . . .

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