Why use an IMP?

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IMPs: A road map to future success:

IMPs: A road map to future success

Table of Contents:

Table of Contents What is an IMP? What are some examples of IMPs? IMPs: A reflection of our changing schools IMPs: A reflection of our changing economy Why should I use IMPs today? What are the NETS-S? IMPs: Objections resolved

What is an IMP?:

What is an IMP ? It is interactive , allowing multiple students to work together to create a product that can also be manipulated by its user. It is multimedia , not just text-based. Students can use pictures, video, and sound. It is a project , an extended group assignment that has real-world repercussions, not just an assignment done for the teacher. Source: Key definitions from Merging Educational Goals and Interactive Multimedia Projects,  a Performance Learning System on-line course (2009) Back to Table of Contents

What are some examples of IMPs?:

What are some examples of IMPs ? Linear and non-linear slideshows Virtual tours Video tutorials Research presentations Source: Tuscaloosa City Schools, 2003 Back to Table of Contents

IMPs: A reflection of our changing schools:

IMPs : A reflection of our changing schools Students must navigate an endless sea of information from the Internet. 20th-century schools 21st-century schools Students reach out into the community and other states and countries for learning opportunities. Guest speakers came into the school on career day. Students check out limited number of materials from school library Back to Table of Contents

IMPs: A reflection of our changing economy:

IMPs : A reflection of our changing economy 20th-century jobs, careers 21st-century jobs, careers Work was done in cubicles in isolation. Companies kept labor-intensive factories and jobs in the United States. Employees collaborate in pods or in offices around the world. Companies emphasize tech skills, farm out cheap manual labor to developing countries in the era of globalization . Source: Longworth, 2008 Back to Table of Contents

Why should I use IMPs today?:

Why should I use IMPs today? They align with the National Educational Technology Standards for Students (Standards, 2007). As students prepare IMPs, they must read, comprehend, analyze, and interpret a variety of sources, as required by the literacy standard of the Iowa Core Curriculum (Content Standards for Literacy-Grade 12, 2011). Back to Table of Contents

What are the NETS-S? :

What are the NETS-S? Standard Behavior exhibited in IMPs Creativity and innovation Students go beyond the printed word and use visual formats (photos, videos, maps etc.) to explore their topics. Communication and collaboration Students work in groups within the school or outside the school. Research and information fluency Students mine the Internet for the right facts and opinions, discarding unneeded information. Critical thinking, problem solving, and decision making No overnighters possible! Students must plan out projects in a series of steps, deciding what shape the project will take and what resources will be used. Digital citizenship Students must go beyond traditional concerns of plagiarism and must follow “fair use” guidelines for copyrighted sources. Technology operations and concepts Students must use software applications and operate tech devices like cameras and computers to produce their projects. Back to Table of Contents

IMPs: Objections resolved:

IMPs : Objections resolved Won’t students just “play around” on the computers all class period? A variety of studies find that students will benefit from technology-related instruction if it is used appropriately in the curriculum. Source: Gulek & Demirtas, 2006 Photos and videos are okay for art class -- but not for serious academic subjects. Multimedia projects result in more student-centered classrooms (Ringstaff and Kelley, 2002) and produce higher-order thinking skills (Penuel and Means, 1999). IMPs should only be used to supplement teacher-led instruction. IMPs allow students to effectively transfer knowledge from the classroom to the real world. Source: Gulikers, Bastiaens, & Martens, 2005 Back to Table of Contents

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