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Project Plan: Use Scenarios

Scenario 1: Teacher as Leader


After breakfast the kids meet in the classrooms for daily assignments and to pick up equipment. They then head into the field/local areas for research equipped with a Tech Bag which has cameras, video recorders, and other things for taking samples of flora/fauna/soil. 

Before lunch, the students head inside to download any digital data to their personal laptops, which were left inside.

The students break for lunch.

After lunch, the students go to their regular classes, taking notes or interacting with each other via their personal laptops. These classes are in a traditional classroom set up, with one teacher leading the discussion over a variety of subjects as needed. After about three hours of the traditional classroom teaching, students return to the computer lab with their laptops.
Once in the lab, students spend two hours researching and doing homework from the days lesson. This could include looking up information about the samples or photos they had taken in the morning.

After the evening meal, students have some down time. This could involve visiting the lab and using the resources there (printers, internet) for personal use or for additional studying.

 

Scenario 2: Teacher as Facilitator; “Students as Active Learners”


Students arrive in the morning and sit in a classroom that is outfitted with movable desks/computers that enables them to meet in small groups. There are also several individual desks where students can work on individual work on desktop computers.
In this scenario, the students are encouraged to participate in group activities and learn from each other’s experiences, while using the teacher as a facilitator of their education. 

After meeting and discussing their current projects, the students go outside for biological/scientific exploration activities. They are using tablet computers to photograph and catalog various flora and fauna that they are learning about in the classroom.

After a few hours outside the classroom, they return to the classroom to discuss their findings in small groups.

They upload their findings from the tablet computers to their desktop computers. They format their research in order to do a short presentation to the class about what they have found.  Their presentation will be done on a Power Point type format with photos, online links to other research and their own written work.

The students are active participants in shaping their education and providing feedback to other students’ work. The teacher is available to guide instruction, provide a backbone for lesson plans and answer educational and technological questions.

Scenario 3: Mixed Classroom – Teacher as Facilitator and Educator

Students arrive in the morning after breakfast and once they are all together, they all head outside to do research on agriculture. The students use their smartphones that they’ve rented for the year to take photos and look up information on plants/fauna/flora/soil as they investigate and work on collaborative and individual research projects. 

The students break for lunch and then head into the classroom to utilize the Elmo projector. With the items that they’ve collected outside, they can use the projector to collaborate on the same found items altogether. The teacher utilizes the projector while the students sit in small groups with movable desks that hold desktops on them. After a few hours of discussion, students break up to do individual research, with the teacher available for help.

The students break for their evening meal, and then break for the evening. Students do a variety of things such as use the internet on their smartphones, or go to the computer lab to continue working on the desktops and utilize the printer and/or projector for group collaboration.