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Week Four was a little better than the previous week, but there was still uncertainty of how the project should be completed. The group met twice to try to wrap-up any loose ends. I participated in the weekly AdobeConnect web conference for Monday, March 25, 2012, and I noticed that my team mates were also participating in the web conference. Although it may have been problems associated with my computer, there was no audio or view of participants during the conference. The professor answered many questions which cleared up the confusion some of the groups were experiencing. Our group was a little confused about the learning activity based upon the UDL that was completed by each team member the previous week. The professor clarified that learning activities should be completed by each team member based upon one team member’s lesson plan.

My team members have been very helpful as we work together to complete the project. The team leader has been very helpful and keeps the group on track.

According to Pitler, Hubbell, Kuhn and Malenoski (2007, p. 140), technology can play a unique and vital role in cooperative __learning__ by facilitating group collaboration, providing structure for group tasks, and allow members of groups to communicate even if they are not working face to face. Student-created multimedia is a natural environment for cooperative learning. The authors further stated that both multimedia projects and cooperative learning groups require attention to detail in the planning process. Although I am not a full-time teacher, I understand how paying attention to the details can keep the project on track. Teachers should be prepared to introduce the project to students and provide them with a rubric to use as a guide to complete the project (p. 141.)

Pitler etal stated teachers should intentionally design assignments to include the following five basic components:


 * 1) Positive interdependependence (sink or swim together),
 * 2) Face-to-face, promotive interaction (helping each other to learn applauding efforts and success),
 * 3) Individual and group accountability (eachof us has to contribute to the group achieving its goal),
 * 4) Interpersonal and small-group skills (communication, trust, leadership, decision making, conflict resolution), and
 * 5) Group processing (reflecting on how well the team is functioning and how to function even better).

Although I am not familiar with the JASON Project (www.jasonproject.org), it caught my eye. The authors state that it is an organization focused on engaging students in hands-on scientific discovery. In addition, students are given the opportunity to take advantage of all of the online activities available through Team JASON Online.

Solomon and Schrum (2007) stated that most professional development activities have not been successful in changing behavior. The authors further argued that without significant district and building level commitment, ongoing support, and organized efforts, that reality is not likely to change. Solomon and Schrum went on to state that in order for a new course to be charted, administrators must __agree__ that the use of technicalogy is a fundamental goal, and faculty members must participate in identifying it as a shared goal (p. 111).

Reference

Pitler, H.; Hubbell, E. R.; Kuhn, M; and Malenoski, K (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.

Solomon, G., and Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, Or.: International Society for __Technology in Education__.