Lighting a fire: A descriptive case study of one multi-age, project-based, technology-supported classroom.

摘要

This qualitative case study explored the following questions: (1) What is the nature of the process and product of student engagement in a multi-age, project-based, technology-supported classroom? (2) How does the teacher perceive his role and experience in this classroom? (3) What are the implications of this environment for other educators?; There were 73 heterogeneously mixed fourth-, fifth-, and sixth-grade students and three teachers in this Midwest suburban classroom. A purposeful sampling method of case selection was used to provide a base of five information-rich student cases and one information-rich teacher case. Data gathered during 55 school days included detailed field notes, collection of project artifacts, and semi-structured interviews with students and teachers.; Findings and interpretations focus on the issues surrounding topic selection for the projects, the uses of the technology during the project process, and the challenges in scheduling multi-age interactions. The teacher's attempts to move the students beyond the use of declarative knowledge (in which information is merely reported) to more meaningful uses of procedural knowledge are chronicled. The project-based learning approach, rooted in Dewey's philosophy of education and more recently identified with constructivism, played a key role for the participants. Availability of a variety of print and electronic resources supported the project-based component of the environment. Students particularly pointed to the significance of access to the World Wide Web, educational CD-ROMs, and word processing/presentation software. The multi-age aspect was cited as under-utilized.; Implications regarding the role of choice and student voice in topic selection, the changing role of the teacher, and the social attraction of the computer are discussed. The teacher wanted to be a guide and facilitator in assisting the students with projects, but noted it was tempting to direct the students toward a topic. During project time, the computers served as a gathering place. Students assisted each other with hardware problems and shared information about projects. The student ownership of learning that developed through the project process, the teacher's ability to facilitate and nurture learning, and the availability of a variety of resources contributed to the creation of a community of learners.