<< Scenario 4 | Home | Scenario 6 >>

Scenario #5: 5th Grade Teacher

As part of a statewide “art” grant, my students are involved in creating web pages that highlight the history of our city. These web pages (all done by students) include sections relating to the development of the downtown business area as well as our city’s original housing “subdivision.” Students are also linking their web pages to our Chamber of Commerce web page.

***

Technology spectrum: In perhaps an unintended use of the term "community learning," these students are delving into the lives of the city in which they live. I'm hoping that the students are using technology to connect with others, as well as to design their art. Once the web pages are linked to the Chamber of Commerce web site, the assignment reaches the Transforming Uses category in its ability to produce and share information of interest to the entire community.

***

Learning spectrum: Although it's obviously not possible to design a web page without a Transforming Use of technology, that's not why I place this scenario in that category. Instead, I put it there because, based on the few sentences of the scenario, I imagine the students have free creative rein on their web projects.

***

Rigor/relevance: Allowing students to develop their own art via technology -- synthesis -- moves this scenario well into Quadrant D. When students begin to receive non-educator feedback on their web pages (from visitors to the Chamber website) they'll get a dose of unpredicability as well!

***

Recommendation: Move this assignment deeper into Quadrant D of the rigor/relevance chart by tracking the changes between the historical and current city situations, and evaluate the quality and usefulness of the changes. In other words, is there really such a thing as "the good old days"?

<< Scenario 4 | Home | Scenario 6 >>