Student Learning

Student Learning

Student Learning

Not every lesson needs technology. While there may be opportunities to attach technology to many activities, teachers must consider lesson goals before deciding to use technology. If computers enrich, extend or facilitate learning, they should be used. If not, they shouldn't.

The following examples employ several types of software most often found on a classroom computer: word processing, database, spreadsheet, presentation, and simulation software, in addition to the Internet, e-mail, and multimedia CD-ROMs.

This exercise6 was a collaborative effort between fifth grade social studies and language arts classes from a number of schools. The students met together biweekly in groups, searching the Internet for fairy tales or folktales from around the world. Whenever students located a tale, they marked its country of origin on the world map with a colored pin. Based on their findings, students began writing and illustrating their own tales, using Claris WorksTM (now AppleWorksTM). Hand-drawn illustrations were also encouraged. Students e-mailed their compositions to their partners in another school, who then provided feedback and added to the tale.

Upon completion of their stories, students and teachers listed the names of all participating countries on the chalkboard. Students divided into groups and adopted a country to research. Using the Claris WorksTM graphics library, they included maps and flags of the country, or hand-drawn versions of both in their reports. Students e-mailed their preliminary drafts to their partners for feedback and additions. Final stories and reports were published on the Internet.

Assessment for this exercise examined a variety of skills: students' writing and editing abilities, working together in face-to-face and electronic groups; conducting research, meeting deadlines, and manipulating such word-processing mechanics as spell check, graphics, and page layouts; incorporating feedback from their electronic partners; and preparing a final report.

This lesson is a good example of a learning activity enhanced by technology. Students were able to choose their favorite story and create a similar tale based on their own interests. Cooperative groupings allowed for collaboration as students brainstormed, dialogued, and critiqued their products. The interdisciplinary nature of the exercise provided a window on the culture of a chosen country. The word-processing program made for easy revision and reflection on the writing process. Finally, through e-mail and the Internet, students were able to connect with their counterparts in other schools and to publish their work to a broader audience.



This exercise7 was carried out in a geography class in an urban school but could also be employed as a science project. The teacher began the unit by asking his ninth grade geography class to list the various birds and animals they noticed in the vicinity of the school. After students listed what they knew, the teacher mentioned several other species that were found in the neighborhood, none of which the students had ever seen. Students were then given the task of creating a database, complete with text and photographs, of all fauna within a five-mile radius of the school.

Through newspapers, phone interviews, and the Internet, students contacted ...