Culminating Task - Eco X

Rationale

PME 832 - Connected Classroom

James Waller

20142748

Queens University
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Introduction

When I was tasked with the responsibility of planning the Grade 4-6 Eco X program, I

knew that it needed to be tied closely to the Science and Technology curriculum. We use the

Ontario Ministry curriculum at my international school and it was easy to use the Relating

Science and Technology to Society and the Natural Environment expectations to make it

meaningful. Specific expectations such as “1.1 assess the effects of social and environmental

factors on human health, and propose ways in which individuals can reduce the harmful effects

of these factors” (Ontario Ministry of Education, 2020).

With this as a guiding principle in mind, I developed a program centered around the fast-

fashion problem in our Hong Kong natural environment. We’ve been seeing increasing reports

that landfills in Hong Kong are being overfilled with fast fashion items which have started to

pollute our waterways. The plan began with a keynote address from a real-world example of a

solution to the fast-fashion problem (KIBO - a fashion brand using upcycled materials) and

would lead into a project-based learning activity where students would design their own

solutions and present them to an authentic audience.

Pedagogical Approaches

In starting this planning through theory, I looked at Project Based Learning because I

knew it would allow me to get the students engaged and allow for more individualized, creative

projects. In the Hutchison piece, Project-based learning: drawing on best practices in project

management. What Works? Research Into Practice, Hutchison writes, "PBL empowers learners

with a range of 21st century habits of mind from communication to critical thinking: answer a

driving question, monitor team progress (with the support of a teacher), research the literature,
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build prototypes, conduct surveys, and engage in experiments" (Hutchinson, 2015). By

beginning with the driving question of how we can address the effects of fast fashion on Hong

Kong’s natural environment, I knew I would be able to build a design process around the

research that was already available to us. The purpose of this project would ensure that students

are working towards, and being consistently assessed for, their ability to address a real-world

goal.

In project based learning, you have the opportunity to build in lessons focused on using

technology tools in meaningful ways for the project at hand, which is called Intentional

Integration of ICT (Lock, 2015). When it comes to learning new tools, Hutchison writes,

"Students often need targeted instruction", (Hutchison, 2015). This is where specific

technological tools can be explicitly taught in the framework of how they can be used on the

project as a whole. For this project we decided to offer a choice board of digital tools and run

mini-workshops leading up to the event. The first one we did was mandatory for all students and

it was WeVideo. This is an online video editing program that works on both Windows and Mac

laptops, and would allow students to create a professional presentation for their idea. More on

that and how they shared it later. As for the design projects themselves, we provided a choice

board based on the ISTE Standard for Students - Creative Communicator. We offered workshops

based on those choices, including workshops on Scratch coding, Canva graphic design,

TinkerCAD for 3D modelling, and VEX robotics kits. This interest-based variety of options

allowed students to choose a creative technology that would help them fulfill the design elements

of the project during Eco X.

Sharing the Work

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In an exploration of Networked Learning, Dirckinck-Holmfeld et al wrote about

technology being secondary to the purposes it is being used for. Networked Learning is

described in Top Hat as being designed, “to connect individuals or groups and allows for the

transfer of information between educator(s) and learner(s)" (Top Hat,2019). Both of these tenets

of Networked Learning were present in the way we shared the activities of the day with an

authentic audience. We had teachers, students, administrators, special guests, and even parents

join each classroom on a Google Meet call which livestreamed the students so they could talk

about the problem, their design work over the course of the event, and present their solution.

Each group ended their section with a streaming of their completed WeVideo to offer a

professional looking summary of their ideas and work that went into them. This was a fantastic

way to ensure that students were able to showcase their work to stakeholders and leverage

technology to share learning.

Conclusion

Reflecting on the project based learning our students took part in, and the way they were

able to share their work with an authentic audience allowed me to reflect on what I learned

through this process and how it has contributed to my growth in professional practice. The first

thing I took away is how important reading theory on a pedagogical framework is before

beginning a project of this size. The amount I was able to change and add to the project was

related to my gained insight as a result of the readings. I also learned about how important

engagement is when it comes to education. The difference between a normal activity and the

PBL approach was immense. And finally, I learned that I want to continue to develop my

educators toolbox, so that I can continue to innovate experiences like Eco X for my students.
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Resources:

“Curriculum.” Ontario Curriculum Document. Science and Technology, Grade 5,

2020,www.dcp.edu.gov.on.ca/en/curriculum

Hutchinson, D. (2015). Project-based learning: drawing on best practices in project management.

What Works? Research Into Practice.

Lock, J. V. (2015). Designing learning to engage students in the global classroom. Technology,

Pedagogy and Education, (24)2, 137–153.

Creative communicator. (n.d.). We are ISTE | ISTE. https://www.iste.org/explore/topic/creative-

communicator

Dirckinck-Holmfeld, Lone, et al. (2012). Exploring the Theory, Pedagogy and Practice of

NetworkedLearning. Springer New York.

Hat, Top. “Networked Learning Definition and Meaning.” Top Hat, 16 Sept.

2019,tophat.com/glossary/n/networked-learning