The book Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age guides educators on their journey into a new world for project-based learning with technology. Technology around us changes faster than our teaching practices do, and this book helps educators shift their thinking about the role of technology from technology IN context (tech integration) to technology AS context. The book looks at the education functions of emerging technology tools and offers guided activities and authentic stories that help teachers imagine, design and implement projects.
One premise of the book is that a teacher doesn't have to go it alone. While a single educator might study the book on her own, it is structured for reading by professional learning communities and guides their reading and the collaborative work as they plan powerful new learning opportunities for students.
The purpose of this session is to build awareness of new tools and models that are emerging to shape the context for teaching and learning.
A myriad of stories from the field illustrate approaches to projects from around the world, and show how different PBL models play out in different school contexts.

Outline

1. Introduce authors and the book Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age. Describe rationale - To guide practice toward project-based learning within a changing 21st century context. Briefly run through the contents, pointing out highlights. - 20 minutes
2. Discuss participants' experiences with PBL - What are the challenges and rewards? For those who engage in PBL, learn - what people and resources support you best? - 10 minutes.
3. Explain use of the book within the structure of a professional learning community (several models) - 10 minutes
4. Examine book more deeply, get response to features including;
-Stories from schools around the world. Ask: How does a worldwide context and many distinct expressions of PBL change your view of what's possible?
-Special learning functions of Web 2.0 tools and their association with NETS*S. Ask: How does awareness of these tool's learning functions change planning for PBL?
(15 minutes)

Supporting Research

Michael Fullan (2005) shows that profound change occurs when supported at all levels.
Bob Perlmann (2006) summarizes ways project-based learning teaches kids the collaborative and critical thinking abilities they'll need to compete.
John W. Thomas (2000) describes the essential features of PBL.
DuFour et al (2004) describe how professional learning communities contribute to high student performance and learning when plc efforts center on: ensuring that all students learn, developing a culture of collaboration, and focusing on results.

Presenter Background

Jane Krauss is a curriculum and program developer with many years of classroom teaching experience. Jane recently held the post of Director of Professional Development at ISTE.
Suzie Boss is a journalist whose recent work focuses on education technology. Suzie has written for major publications including the New York Times and Newsweek. She served as a writer and editor for the Northwest Regional Education Laboratory and Intel(R) Innovation in Education.