What is the purpose of Provincial Classroom Based Projects?
To support classroom teachers and school based teams employing personalized learning strategies and resources that utilize technologies to provide student access to their curriculum and meaningfully include all students in the classroom environment.
We invited classroom teachers, school based teams and district groups to apply for consultation, training, technology support for curricular based projects that explore the use of assistive technologies to realize students’ learning goals. As funding for provincially coordinated classroom-based projects is limited, applications were reviewed under the guidelines indicated in the specific project guidelines. Please see our Current Projects Available for Application area for information on currently available projects. Please direct any questions about these projects to email@example.com.
Provincial Classroom Based Project Blogs 2015-2016
The goal of our project is to help our students find new ways to demonstrate and represent their understandings. Showing what they know in written form is a huge challenge for our students. We want to use technology to support and inspire our struggling writers and readers. Our hope is to use iPad programs and apps such as Explain Everything, Educreate, and iMovie to allow students to explore different and creative modes of representation throughout the year. At the same time students will be making connections with what they are reading and learning, also improving their comprehension. Students who struggle with reading will use internet extensions, audio books and text readers on the iPad to engage in their reading material. We plan to have students create electronic portfolios in order to self-reflect on their learning throughout the year, as well as share their projects with other students in the school.
We are excited to be a part of the SET BC SOLO project here at LV Rogers Secondary School. SOLO is a literacy suite that includes assistive technology accommodations, including a text reader, graphic organizer, talking word processor, and word prediction. We are hoping that this software can benefit students in general but particularly those in our school with learning disabilities. In partnership with Sofeya Devji, our district SET BC representative, we are introducing SOLO as a tool to help students develop a foundation of written communication skills. During our first semester we will be introducing SOLO to a number of students who will be part of our focus group in our second semester Communications 12 class. The hope is that these three or four students will take on a leadership role as peer facilitators in the classroom. Wish us luck!
We hope to see a growth in the quality and quantity of student writing using iPad technology and Adrienne Gear’s Writing Power to differentiate learning opportunities in language arts. We hope to see students take ownership of their learning as they become responsible for communicating their learning with both their parents and their teachers through their iPads and the FreshGrade app. Finally through the use of both technology and the inquiry model, we hope to enhance personalized learning.
This year at Parkland, we are looking at some of the many ways to offer differentiated instruction to our students. We know that not all students learn the same, so we want to be able to offer some of our students other options. This is where our SET-BC project comes in! Through SET-BC, we are going to give some of our students the chance to use a Raspberry Pi to learn how to program and create their own gadgets. The sky will be the limit! Our goal is to give students a chance to explore science by finding their own passions. We want to try and see what makes them tick, and give them an opportunity to expand on what they know, what they like, and what they are passionate to learn about.
We are going to start with one block of Science 9, and hope to pull students from other Science 9 blocks, as well. The classroom teacher involved is Scott Holt, who is also our school principal. I am currently working as a Co-teacher, so I will able to work in the class with these students, and then hopefully start working with students in other blocks, as well.
We are nervous and excited, because using the Raspberry Pi’s is new for all of us! But what better way to start than as a community of learners exploring together!
In this project, the team’s goal is to see an improvement in Grade 4 reading and writing through the use of mobile technology (e.g. Chromebooks and iPads). Adrienne Gear’s Writing Power and Reading Power strategies will be used to further engagement for students struggling in writing and reading. Students will use iPads to represent their learning through projects in a variety of formats.
Our project goals are to use technology to share growth in students reading and writing and to help our students to develop the skills to represent their learning in a variety of ways through the use of different technology tools.
We as educators will also be learning new ways to support our students through this process. We will be exploring one e-portfolio platform called Freshgrade as well as other tools such as Voicethread, and using video clips. We ultimately want to build capacity for our students to choose an artifact that represents a concept learned and then both share it with others and reflect upon it for themselves.
For this project students will be creating digital portfolios on iPads. Students will use the SeeSaw app to collect work samples and reflect on their learning. The work they add to their portfolios will be from a variety of subjects. Some work will be completed digitally using apps such as, iMovie and PicCollage. Other work samples will be photographed and added to SeeSaw. Students will learn how to reflect on their work and self-evaluate their progress. Digital portfolios will be shared with peers, parents and teachers.
Through the collaboration of our SST and English departments, the project team at J.L. Crowe Secondary School hope to develop our students’ capabilities to use technology to faciliate the writing and reading processes. Through whole classroom-based technology initiatives, we hope to assist students with written output challenges to generate paragraphs/essays and to assist struggling readers to independently access resources that can assist them in comprehending reading material.
This project aims to use an inquiry-based approach to teach Humanities to two grade eight cohorts. In order to address the diversity in the classes we will be using iPads and laptops and incorporating a Universal Design for Learning approach (various modes of representation, engagement and expression). Students will be using the technology to give them access to a diverse selection of multimodal texts at different levels (digital, visual, print-based, auditory, etc.); as well, the technology will engage students and enable them to express their learning in different ways.