Telecollaborative projects develop students' critical thinking skills in many ways by allowing students to gather information or analyze information and evaluate them. Telecollaborative projects can be used to work through all of the levels in Bloom's Taxonomy pyramid starting with knowledge and working up to an evaluation. "Commonly Asked Questions about Teaching Collaborative Activities" by Penn State, states that telecollaborative projects don't necessarily have to be collaborative, if the task is reasonable and doable for one person, then each student can be assigned to work individually. If it is decided that the telecollaborative project is indeed collaborative with other students, then there are certain ways teachers can organize the group for the project. Penn State's article gives teachers ways to organize groups in a way where there is no group where all of the students from the class with the highest grades are together, in other words, it is very wise for the teacher to assign students to groups ahead of time before introducing the project. Telecollaborative projects that engage students, whether it is a student to student connection, or classroom to classroom connection, it is important that the project really engages students and gets them to think on higher levels and relate what they are learning to skills they will need in the future. Telecollaborative projects are great in the sense that they are out of the classroom norm. In the past schools have almost always been teacher to student, but with Internet tools like Skype, students can video chat with other students anywhere in the world. Telecollaborative projects are ultimately great for teaching students a numerous amount of lessons as well as really engaging students and getting them to think on higher levels. Print Page in IE
Monday, October 18, 2010
Connecting Telecollaboration and Bloom's Taxonomy
Telecollaborative projects develop students' critical thinking skills in many ways by allowing students to gather information or analyze information and evaluate them. Telecollaborative projects can be used to work through all of the levels in Bloom's Taxonomy pyramid starting with knowledge and working up to an evaluation. "Commonly Asked Questions about Teaching Collaborative Activities" by Penn State, states that telecollaborative projects don't necessarily have to be collaborative, if the task is reasonable and doable for one person, then each student can be assigned to work individually. If it is decided that the telecollaborative project is indeed collaborative with other students, then there are certain ways teachers can organize the group for the project. Penn State's article gives teachers ways to organize groups in a way where there is no group where all of the students from the class with the highest grades are together, in other words, it is very wise for the teacher to assign students to groups ahead of time before introducing the project. Telecollaborative projects that engage students, whether it is a student to student connection, or classroom to classroom connection, it is important that the project really engages students and gets them to think on higher levels and relate what they are learning to skills they will need in the future. Telecollaborative projects are great in the sense that they are out of the classroom norm. In the past schools have almost always been teacher to student, but with Internet tools like Skype, students can video chat with other students anywhere in the world. Telecollaborative projects are ultimately great for teaching students a numerous amount of lessons as well as really engaging students and getting them to think on higher levels. Print Page in IE
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