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Telecommunication Project Guide & Info

Key words: Curriculum Materials, General Information, college

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Date: Tue, 16 Apr 1996 19:39:39 EDT

Reply-To: A Practical Discussion List Regarding Deaf Education

Sender: A Practical Discussion List Regarding Deaf Education

From: Cathy Brandt

Subject: Tele Project Guide & Info

To: Multiple recipients of list EDUDEAF

Hello Folks,

Here is the information I promised many of you about effective telecommunication projects. I have used this information over the past three years in my training of teachers within the district and our state. I have written this using resources such as KET (Ky Ed TV) which also had at one time a local BBS, info from FIRN (Florida's instructional network), reading the Net and various listservs as well as my own experience in telecommunication projects.

I offer it to you in hopes it will be helpful. If it is reproduced in its entirety I would appreciate your inclusion of me as the author.

Telecommunications Projects

by Cathy Brandt

Contents:

I. General Project Guidelines

II. 4 Major Types of Telecommunication Projects

III. Specific Examples of Each Type of Project

I. GENERAL GUIDELINES

Includes many of the following:
Student hands-on activities
A teacher or curriculum guide
On-line activities
Integrate other technologies such as: integrated packages, video, related software
Other Internet resources
Cross-curricular
A means of assessment or evaluation
On-line expert

Should Contain:
Structure - firm beginning and ending time
Timeline - date points at which specific aspects should be complete
Print Materials - supplemental information

II. TYPES OF PROJECTS

The most common telecommunication projects will fall into one of these four major categories: Information Collection, Collaborative, Interactive, Discussion

Information Collection Project

The goal of the Information Collection Project is to have one class or group of students use the Internet to collect information from a variety of sites.

This type of project requires students to use the Internet as a resource to find specific information. The initiating class (IC) may ask students in other areas to collect data and send it to them. The IC may use telnet to do a remote login to a cite to research and find their own information. The WWW is also an excellent resource through which the IC may locate specific data.

This type of project simply collects information for a classroom project or activity. Students may create graphs, charts, reports, newspapers, videos, etc. with the information gathered from the Internet. The Information Collection project does not require other students to act upon the data located. The only class who works with or uses the data is the initial class which collected it.

Collaborative Project

The goal of the Collaborative Project is to have students in various locations work together to create or gather and share information about their own experiences and life in that locale. Students work together to create one common project.

This type of project builds upon the idea of the Information Collection Project. It takes the activity one step further. In this project students who are NOT in the same locality work together to collect and share data. All of the students participating may use local sources of information as well as the Internet to collect data. Once this information is collected it is shared with all students who participate. Each group or class of students is then assigned one part of a larger project in which all participate. They may write reports comparing and contrasting the information. They may analyze the data to draw conclusions about each area and determine reasons why specific information is unique to a given place. Students may also do experiments in this type of project and compare each step of the scientific project which leads to one major project.

INTERACTIVE PROJECT

The goal of the Interactive Project is to have students share information with students in various schools for the purpose of having those students work with and add to the original information.

The Interactive Project builds upon the collaborative idea. Students work together using the information of the other to determine what they will do next. Students create writing, art or other information and send it to another group of children. The next students then add to the information, picture or experiment. At this point depending upon the structure of the project the second class will either return it to the first or send it on to a third participating class. There is a given ending point. And at that point the finished project is copied and sent to each participating class. This allows each part to see the whole and the significance their own part played in the creation.

DISCUSSION PROJECT

The goal of the Discussion Project is to have students frequently exchange ideas and opinions on given subjects. This project can occur through a series of email exchanges, a created listserv or a live chat group.

The project may include two or more classes. To ensure clear communication these projects are best utilized when held to two or three classes who are sharing group ideas. If the purpose is for single students to develop thinking, reasoning, discussion and debate skills the project is most successful when held to six to twelve students. Timing is also critical with this project. Daily "conversing" is ideal. If this is not possible exchanging mail/ideas two to three times a week will also bring about lots of ideas.

Teachers need to be heavily involved with either class or individual discussions. The teacher's role is to guide students in the evolution of "ideas." Additionally, the teacher should be helping students think about the act or art of communication itself, how to clearly convey ideas, how to answer different views, how to clarify and enhance communication, etc.

This type of project can be used with younger children ages 8 - 12 to help build conversation skills This is a way for students to learn more information about other students and places in the world. It is also used to discuss a single topic such as pets, school, families, transportation, etc. It is also often used with older students to strengthen their discussion and debate skills. Projects may begin by students stating opinions on current issues or specific topics.

III. EXAMPLES

Information Collection Projects
Weather
Population
Food
Stories
Facts about Children, Schools, etc

Collaborative Projects

Plant Growing
Bird Watches
Letter writing from younger to an older student where older student pretends to be a fictional character or person from the past (Santa, Cinderella, Jack of Jack and the Beanstalk, past President or King) - ONE EXCHANGE
LOGO - students create a picture and send directions to another class to create
Math - students create computation or story problems and send to another class to do

Interactive Projects
Story Writing - each class writes a chapter, shares illustrating
Art - first class begins a work of art, second class adds and returns or sends to next
Question & Answer exchanges about an area of experience for one class
Field Trip - students in different places all go on a field trip, students write about their own experiences, ask about other's experiences and create a book, video or mural about all of the field trips.
Creating A City - is a combination of the number of places from which students are participating

Discussion Projects
Current Events
Debates
Politics
Colleges
Sports
Deaf Studies

Uploaded by: Melissa Close/Kent State University/Deaf Education Major