Research skills in my elementary classroom have been greatly enhanced with the incorporation of technology.  The topic for this particular project was historical disasters.  Students learned a lot of information about the disaster that they researched, while learning how to use different software to reach the end result.

     Students worked with partners or individually during the Language Arts block.  They began by researching their disasters using the book, Disasters, by Blattner and Howerton, and summarizing the disaster in their own words.  The MCRat writing process was used to organize the sequence of their research.  Once students had completed their pages, their projects were typed as word documents.  They then drew several pictures for each page using Window’s Paint which were then animated into one “moving” picture per page using Ulead’s GIF Animator.  Finally, students taped their voices using Window’s Sound Recorder to create sound files which were then converted into applets using IBM’s HotMedia to ensure faster web loading time.  These components were then incorporated into web pages using Front Page.  All students shared responsibilities.

     The Historical Disaster Research with Animation Project allows the user to learn about several historical disasters by reading the story and listening to the page being read while watching an animated picture.  Educators can observe the writing process used to create the web pages and see how technology can be integrated into the curriculum.

     This project based learning activity allowed the students involved to learn the subject content in an exciting and innovative way by creating a product in collaborative groups using a multi-sensory process.  Gardiner’s Multiple Intelligences Theory supports this learning process.

Many of the district standards for elementary Language Arts were met including:

ü       Using the computer as an aid to the writing process

ü       Reading effectively by identifying details, making inference materials drawing upon media, community, and technology

ü       Developing and broadening vocabulary when listening, speaking, reading, and writing

ü       Writing by generating, selecting, rethinking, and reviewing ideas resulting in effective communication for different occasions, audiences, and purposes

ü       ISTE National Educational Technology Standards (NETS) including: basic operations and concepts; social, ethical, and human issues; technology productivity tools; and, technology communication tools

     The biggest difficulty was finding enough computers so that all students could work at the same time.  This was overcome by breaking up into smaller groups to use different computer stations throughout the building when the Technology Lab was not available.  I learned how to do this project along with the students so the learning curve was at an all time high.  Another challenge was making sure that each student saved the work correctly into his own folder.  We learned that mistakes could be corrected so no one should be afraid to try.  Once the students had started, they didn’t want to stop! 

     My role was to be a facilitator of the project.  I had to learn new software programs to effectively teach the students how to accomplish the end result.

     Teaching can be much more effective when technology is integrated with the district standards.  Students were excited about this project and couldn’t wait to finish one part of the project so that they could move on to the next step.  Technology is a tool that all students need to learn to use in order to be effective in the workplace of the future.

     Students learned how to research and summarize information that they read.  They learned how to make animated graphics and create sound files.  From an historical perspective, students learned to research factual information and recreate it using order sequence.  Students had to work together in teams by taking turns, cooperating, and sharing computers and responsibilities.

     Learning how to integrate technology into the curriculum was actually easier than anticipated, because we had already learned the steps necessary to complete the project through previous lessons (check out our Haiku pages).  It was exciting for my students and me to learn how to create animation, sound files, and web pages.  Working in teams helped students recognize individual strengths, and learn how to use their skills in completing a group assignment.  Technology was a tool that helped us accomplish this curriculum driven project.

     Students were proud of their accomplishments!  It was amazing to hear how much information students learned and retained about the research they did.  They were very quick to learn the technological aspects of the project and could hardly wait to show other students and adults how they created the end result.  Months later they are still sharing facts that they learned about the disasters they researched.

     My students took a real ownership of their projects.  While I often find worksheets and homework pages on the floor that never get shared with parents, students could hardly wait for their parents and friends to see their work

     We shared the disaster projects with parents, web site visitors, Wichita Public School teachers and curriculum specialists, and with The Wichita State University Curriculum Department faculty (with whom we have a US Department of Education PT3 grant partnership).  Future plans for this project include sharing how to create similar projects at the Mid-America Technology Institute’s Kansas Conference in August of 2001, with USD 259 teachers, and through demonstrations at Wichita State University.

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