I found Janet, Claudia and Judy make an analysis in innovative roles of students based on their own experiences, and I think each of them really did a good job. Because we are in the roles of students, it’s more convincing when we talk about our own experience. And I want to share with is the case that I studied before---DE009.
I learned from course 6023 that the student learning activities could divide into five categories, there are follow instructions, search and present information, create digital products, conduct inquiry and conduct online inquiry. In the case DE009, the students are allowed to pick out an assignment from a collection of “fairy-tale index cards”, and they do these assignments either on their own or as partners or in small working groups. The important part of it is that they are free in their choice of methods to accomplish their assignments. They could write down on paper by hand or collaborate with classmates with a cardboard. At the end of the lesson, students are required to present the result of their work to the whole class. Some students exchange letters with students of an exchange program as pen pals to share their ideas about storytelling, through which way students acquires specialized competence in the field of language. What’s more interesting in this case is that students could contact with one author of children’s books by email. The author provides a beginning of a fairy tale, which is continued by the students. This kind of connectedness with outside enlightened me about how to inspire students’ learning. This case tries to get connect with the outside world and gives the students autonomy to learn.
Here the student activities are follow instructions, search and present information, create products and conduct inquiry. For the students who are poor at handwriting, the communication between author and students via computer could get their attraction. And students could submit their homework online in a combined form, which cultivate student competences of collaboration and responsibility. The computers provided by school narrows the gap between poor and rich families. The students are more strongly responsible for their working processes through the open forms, which means that they are out control of teachers. They have to be active themselves, and they need to help and support each other reciprocally and explain to each other how to use ICT and how to send letters.
After all, I think the students’ role in this case study is not innovative in ICT sophistication so much, but we still see some inspired points in this case. The school could make some connectedness with other school or community searching for support. And teachers could give more autonomy to students in class and out of class.
I learned from course 6023 that the student learning activities could divide into five categories, there are follow instructions, search and present information, create digital products, conduct inquiry and conduct online inquiry. In the case DE009, the students are allowed to pick out an assignment from a collection of “fairy-tale index cards”, and they do these assignments either on their own or as partners or in small working groups. The important part of it is that they are free in their choice of methods to accomplish their assignments. They could write down on paper by hand or collaborate with classmates with a cardboard. At the end of the lesson, students are required to present the result of their work to the whole class. Some students exchange letters with students of an exchange program as pen pals to share their ideas about storytelling, through which way students acquires specialized competence in the field of language. What’s more interesting in this case is that students could contact with one author of children’s books by email. The author provides a beginning of a fairy tale, which is continued by the students. This kind of connectedness with outside enlightened me about how to inspire students’ learning. This case tries to get connect with the outside world and gives the students autonomy to learn.
Here the student activities are follow instructions, search and present information, create products and conduct inquiry. For the students who are poor at handwriting, the communication between author and students via computer could get their attraction. And students could submit their homework online in a combined form, which cultivate student competences of collaboration and responsibility. The computers provided by school narrows the gap between poor and rich families. The students are more strongly responsible for their working processes through the open forms, which means that they are out control of teachers. They have to be active themselves, and they need to help and support each other reciprocally and explain to each other how to use ICT and how to send letters.
After all, I think the students’ role in this case study is not innovative in ICT sophistication so much, but we still see some inspired points in this case. The school could make some connectedness with other school or community searching for support. And teachers could give more autonomy to students in class and out of class.