Volume 5- December 2002/January 2003

Icarusaurus: Retelling Stories Via Video, 5(1) - A Focused Task for Semester 4 Special Topics Seminar on Integrating Technology Across the Curriculum

Kelly McKie, Kerry Smith, Adam Milner and Thea Green

Our group's focused task integrates filmmaking and storytelling. The story we chose to study was the ancient Greek myth of Icarus. There are many different tellings of this classic myth; the two versions we chose to compare are Icarus Swinebuckle, written by Michael Garland, and Daedalus and Icarus retold by Heather Amery as part of the Usborne Greek Myths compilation. We created developmental storyboards to represent each version of Icarus, and then developed a final storyboard of our own retelling of the myth, entitled, "Icarusaurus", to guide our filmmaking efforts. What is interesting about this multidisciplinary project is how well it integrates the ICT Program of Studies into the Language Arts, Social Studies and the Science curriculum. We explored multiple forms of literacy and representation in the course of completing the movie of Icarusaurus. As a performance assessment of our group and individual scholarship, we participated in peer assessment as well as extensive self and group reflection on the learning experiences and processes involved in this collaborative project.

A Case for Media Literacy in the Alberta Elementary Social Studies Curriculum, 5(2) - A Semester 2, Independent Inquiry

Julie Creasey

In today’s media-saturated world, a new form of literacy has been conceptualized called media literacy. The Alberta Elementary Social Studies Program of Studies is strategically positioned to teach students media literacy in an effort to develop analytical skills and an understanding of how various types of media inform and shape our lives. This paper examines the nature of media literacy, the objectives of media literacy education, and the potential benefits and drawbacks of including media literacy in Alberta Elementary Social Studies.

Ski Wax And Science Class: An Inquiry Into Problem-Based Learning For Elementary And Secondary Students, 5(3) - A Semester 1, Independent Inquiry

Krista Kerr

One of the many challenges facing educators today is how to effectively engage students in learning. In the 1960s, problem-based-learning (PBL) was introduced at McMaster Medical School in response to dissatisfaction with the traditional methods of medical school education. The method involved structuring the learning process and the curriculum content around real-life case studies and the approach brought on a strong student-centered focus to education. The results were extremely positive and PBL has since been used more widely in medical schools, as well as in schools of nursing, architecture, social work, and law. To a very limited degree PBL has more recently been used in K-12 education. This paper examines the issues and complexities surrounding the implementation of PBL education at the K-12 level. The benefits of PBL in the K-12 years are discussed, and the challenges to implementing PBL are examined.

An Inquiry into Multiple Intelligences, 5(4) - A Semester 1, Independent Inquiry

Kim Kidd

I have revisited an independent inquiry paper written in the first semester of the MT Program in which I examined Howard Gardnerís theory of Multiple Intelligences. In the onset of this paper, I attempt to define what intelligence is and then focus briefly on how the Intelligence Quotient (IQ), which is a quantitative measure of intelligence, has impacted our views of intelligence and has influenced Gardnerís theory. Next, I provide the reader with an overview of the existing Multiple Intelligences (MI) Theory and identify what the theory proposes for classroom instruction. Third, I identify the positive and negative implications that may prevail with the implementation of the theory of ĎMultiple Intelligencesí into the classroom. Finally, I reflect on the impact this inquiry into MI Theory has had on my own views of learning and teaching.

The Mechanistic And The Organic In Teaching, 5(5) - A Semester 1, Independent Inquiry

Garett Kutcher

An education system is shaped by the culture and history to which it belongs. Whether an education system follows that culture or is a leader in questioning the norms and effecting change, it cannot escape its cultural legacy. This paper is an examination of some of the ideas that have shaped Western culture, and therefore our educational system. Highlighted are some of the cultural biases in the predominant teaching methods utilized in the West. Finally, a brief picture is provided of an alternate worldview and the changes in teaching that may result from such a view.

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