Each year SET-BC conducts a number of provincially coordinated classroom-based technology projects. These projects are designed to investigate and explore how technologies can be used to support diverse learners in the classroom. This year, there are three threads for the projects: Reading and Writing Power, Digital Portfolios and Inquiry Based Learning. Some of the project themes span two threads. For more information on any of these projects, please contact us at email@example.com.
Reading and Writing Power Thread
Writing with Kurzweil in the Classroom (Sooke)
This project team hoped to improve the quality and quantity of writing in the classroom. Using Adrienne Gear’s Writing Power, the project team wanted students to become more confident writers through a scaffolding approach to writing using laptops and Kurzweil technology. The team planned on having students connect, visualize, question, infer and transform in their writing using digital tools (i.e. Kurzweil 3000 and/or Firefly).
Non-Fiction Reading and Writing Power (Kootenay Lake)
This project team explored how technology could be used to support non-fiction writing strategies using Adrienne Gear’s “Non Fiction Reading and Writing Power”. Technology was used in language arts/social studies curriculum where nonfiction writing strategies were applied to write about environmental concerns. Students were introduced to different types of technology including iPads and laptops as well as various apps/programs/software such as Word, PowerPoint, Kurzweil and Co:Writer.
Integrating iPads into Intermediate Instruction (Vancouver)
Dani Conrad firstname.lastname@example.org
This class was fortunate to work directly with Adrienne Gear. The teachers collaborated on teaching some of her Writing and Reading Power strategies to the students, through focusing on the Ancient Civilizations curriculum. Students used iPads to represent their learning through projects in a variety of formats (e.g. Book Creator, iMovie…).
The Power of Literature Circles
The students in this classroom-based project engaged in Adrienne Gear’s Reading Power strategies: questioning, connecting, inferring, visualizing, summarizing and discovered vocabulary in their novel studies by participating in independent response activities which, in turn, were shared amongst small groups by sharing their ideas in Literature Circles. By having technology supports, students were able to improve reading comprehension when incorporating Adrienne Gear’s strategies so that all students were able to fully participate to the best of their ability.
A Research Toolbox for All (Prince George)
This project involved using technology (laptops) to support students for research assignments. The entire school was implementing the use of Adrienne Gear’s Reading Power. The students had access to various programs and tools like Kurzweil 3000 to help with reading, writing and presenting information in a variety of formats. The students also completed a final project to demonstrate their learning.
Digital Portfolios Thread
Developing Personal Functional Literacy Skills through Technology (New Westminster)
This project team implemented iPads and laptops with Evergreen-bound diploma students in secondary school. The overall goal of the project was to improve the functional literacy skills of students through the use of technology, as well to have the students develop life skills in the area of technology that will support student transitions to post-secondary life (eg. digital citizenship; digital portfolios; accessing, utilizing and sharing information safely and effectively).
Literacy across the Board: Building Confidence to go Deeper with Learning (Peace River North)
This project team explored how technology could be used to support learners in the primary grades with literacy development. The students interacted with each other to exchange ideas on a topic, make connections and engage in play. The use of technology facilitated learning for these Grade 2 students. The teaching team introduced Clicker on computer and iPad to complete journal writing activities, book writing and engage in accessible reading activities.
MPES Goes Digital! (Sunshine Coast)
This project team explored how QR codes support student learning in the creation of digital portfolios. The team used Reading A-Z through Kurzweil district licensing to support reading development in the primary classroom. The students documented their learning growth throughout the year by recording video clips in an inquiry based classroom environment.
Communicating Our Learning (Qualicum)
Final report: SD 69 – Communicating our Learning – Final Project Report
Brenda McConachie email@example.com
Karen Mostad firstname.lastname@example.org
Grade K/1 and 5/6/7
This project team was interested in exploring the process for having students communicate their learning through documenting their learning in digital portfolios. The team was also interested in using a multi-age approach, where the older students acted as technology and learning mentors to the younger students. This mentorship also led to exploration about technology to support their learning and problem solving.
Inquiry Based Learning
Inquiry Based Modern Country (Coqutilam)
This project team had students pursue a personalized inquiry project on modern cultures. Students chose a modern culture and developed their own “burning question” to demonstrate their understanding of the culture as they explored how Canada is connected to other parts of the world. It was hoped that the technology would be utilized to help students research more efficiently by using tools such as voice recognition, and note taking apps – allowing them to demonstrate their learning in an engaging manner and provide them with organizational assistance through calendars and webbing apps. Students were pre-taught a variety of presentation options, such as Powerpoint, Prezi, iMovie, animation apps, video and audio clips.
Project Based and Inquiry Learning (Chilliwack)
This project team wanted to help students develop and improve their critical thinking, problem solving and communication skills. The project team wanted to increase student engagement, promote personalized learning opportunities and allow students to demonstrate their learning in a variety of ways. Students accessed and evaluated information, while creating projects that were at his/her specific level and interest.
A Voice for all Students with an Authentic Audience (Vancouver Island North)
This project team wanted to explore how inquiry-based learning and digital portfolios encourage students to learn in creative and inclusive ways. The students developed and strengthened their writing, retelling and responding skills in various ways. They created stories using personalized pictures and the students also created presentations for Language Arts and Science curriculum areas.
Airport Stars (Comox Valley)
This project team wanted to explore learning supports for students who struggle with significant written output, reading comprehension, fluency and executive functioning challenges. The Learning Support Teacher and the Student Services Technology Department Coordinator partnered to explore the use of technology to increase student engagement and productivity. The team ran a class twice a week where students gained experience using the technology to support their learning in small groups.