I see this data as a way for me to reflect on my teaching and assess the various 21st century skills
students learn and apply. The data encourages me to be more deliberate in teaching the skills,
taking time to break them down, and helping students realize what skills they are learning and how
they can be applied in other situations. For example, only 64% of respondents acknowledge
“communicating with others not in your class,” despite the fact that each project group on the Ning
included project partners, chaperones and various students who were not present in a given
student’s class period. In the future, I will ask students to reflect throughout the project on how
they read, respond and contribute to discussions with others who they are not meeting face to face.
Also, in the future, I can assess students on their skills in collaborating effectively with others in
such a flat environment. The same applies to “guided yourself in the learning of new information.”
In class, we can discuss and reflect throughout the project on how students are taking ownership to
find sources, share their findings and understandings with others, manage their posts and organize
Aside from the quantitative data, the student survey provided useful qualitative data. The following
direct, unedited comments reflect student development of 21st century skills--self direction,
collaboration/communication, literacy, inventive thinking:
" I think this project made me feel am much more independant with my work and i think this
project has shown me how i have a better understanding about India."
"The collaboration was a good learning experience, because other people had different
ideas and notes and this was really helpful."
" I think that the Ning was a really good resource for communicating with the project
partners when we had questions."
"It was kind of hard to get Glogster to work 100 percent of the time but it worked in the end.
Google docs really helped me and my peers share information."
" I think my best learning experience was to prectices being a responsible global citizen"
"Working with the Glogster was a lot of fun and it gave me options to change my design,
make it my own, and I thought maximizing into pictures was really cool."
In addition to the above comments, students identified difficulties they had, providing areas where
the project can be improved in the future. The most prevalent comment regarding difficulties in the
project revolved around Glogster, especially regarding saving/losing work.
I consider the Justice Project to be a work in progress. The project, as described here, is only in its
second year. More than anything, this project, with all of the integrated technology and 21st century
skills, helps me think about teaching and learning in a different way. With each new project and unit
I design or revise, I think about how students are being asked to collaborate, communicate, develop
digital literacy, and be highly productive. It is exciting to approach teaching and learning with such
a mindset, knowing that students will be better prepared for their future life and work.
MODERN LANGUAGE COLLABORATIVE WIKI PROJECT
It is hard to motivate students to learn a foreign language since most are not given a real
opportunity to use it until they are out in college or later in life. What is the point of learning a
language if you are not going to use it? In our Middle School Modern Language program we have a
year-long wiki project that gives students the opportunity to use the target language in an
authentic, real-life situation. The wiki allows us to communicate with a class in the French speaking
part of Canada. Technology is the component that allows students to interact with students of their
own age, in a different part of the world as well as to help create high quality products. Throughout
Evolutions : Tech Integration Stories from the American School of Bombay 75