Blog 3: Anne Glynn

This project is engaging for students as it appeals to the digital native generation, which includes the contemporary student, born into this digital ready world (Prensky, 2001). Kay in Prensky 2001 suggests that using technology for our students today is normal and just a part of their ‘every day landscape’. Prensky suggests that today’s students are so engaged with technology it is a first point of reference for them. Thus, it is expected that a learning task would have some kind of sustained interaction with ICT as Prensky (2001) suggests this is the generation N’s preference for learning. The assessment reflects this need for use of technology as it is expected for students to produce their film using ICTs.

The activity gave a significant insight into the benefits of learning with authentic learning, PBL and group work. The role of the teacher throughout this process was of a guide rather than teacher focused instruction. This allowed myself to experience these pedagogical approaches in a realistic, hands on, real-world way. It was expected that the group performed together to organise the process and produce product. This was done over a sustained period of ten weeks and the experiences worked towards the not only the assessment task but fulfilled the course outcomes. The project based learning element was what I found most useful. It was an opportunity for our group to work out the process, technologies, interactions and expectations in our own time. This felt realistic to my previous experiences in the world outside of school. Rather than having a teacher telling you all the time what to do next we were able to use problem solving, critical thinking and higher-order thinking to make decisions. Because of this, I feel I gained a deeper knowledge of the film making process, as we have to make our own mistakes and learn from them, as well as conduct our own research. The group work component was necessary in a project this size. In addition, with the availability internet and communication in this digital world  it is becoming more realistic that collaboration is a significant part of our students future, especially in collaborated work places. These types of activity reflect high standards and a challenge for all students. This is through a combination of struggles of working as a group, working out the best way to meet a project through authentic learning as well as the scope of learning expected in PBL. From this experience I believe it is best to set standards as high as possible and the teacher guide students where necessary to meet them.