Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Online Project: International Book Club

Content Area: ELA
Grade Level(s): 4th
Content Standard Addressed: ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.

Technology Standard Addressed: 7. Global Collaborator Students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and working effectively in teams locally
and globally. Students: a. use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning. b. use collaborative
technologies to work with others, including peers, experts or community members, to examine issues and
problems from multiple viewpoints. c. contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal. d. explore local and global issues and use
collaborative technologies to work with others to investigate solutions.

Selected Online Project/Collaboration Site/Publishing Opportunity:

https://iearn.org/cc/space-2/group-483/about
URL(s) to support the lesson:
https://iearn.org/uploads/media/00/00/07/32/73230_Sentence_Starters_for_Reading_Response_Journal_1.
pdf

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom
Online Projects, Online Collaboration Sites, and Online Publishing Opportunities are all examples of
web based learning activities. Through online projects, students can learn standards-related content
through online resources, they can use technology to engage with peers and mentors outside the
classroom, they can collect data and produce original works, as well as publish their original work. On
online collaboration sites, students use technology to engage with peers or mentors outside of the
classroom. Students can use Online Publishing Opportunities to publish their original work to an
audience that will care about the results. These different resources can help teachers bring engaging,
authentic, and collaborative learning experiences into the classroom. Additionally, online projects
bring a dimension to classroom learning and often helps lessons reach a LoTi level five.

In this particular online project, students will use technology to learn about global literacy, students
will learn how they can make a large impact, students will learn about different cultures, and students
will collaborate with classrooms from other countries. Students will be able to gain a better
understanding of different communities around the world. Students will learn about why learning to
read is so critical, and why literacy levels are lower in other countries. This online project gives
students the opportunity to connect with communities outside of the classroom, teach cultural
tolerance and acceptance, and learn about critical issues that are impacting the globe.
What technologies would be required to implement this proposed learning activity in a classroom?
Students will create a video. Students will use Skype or another video broadcasting software. Students will
write letters, and students will create posters.
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students will collaborate with students from another country virtually.

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 Online Projects, Collaboration Sites and Publishing Opportunities
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students create videos, write letters, and make posters.

c. Higher-order thinking: LoTi Level 6: The student products are especially high-quality and make a
significant global impact. The learning environment is extremely rich in technology.

d. Students publishing their original work to others who will use/care about their product: Students
will be publishing videos about books they have read and sharing them with classrooms from other
countries.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☒ Level 6: Refinement

Universal Design for Learning (UDL):

 Teaching focuses on both what is taught and how
 Accommodations are for all students.
 The teacher works with the student to decide how the student will learn the material.
 The classroom has a flexible setup.
 Grades are used to reinforce goals.

Lesson idea implementation and Internet Safety Policies: During this project, teachers and students will
comply with Internet Safety Policies and not disclose personal information. Teachers will communicate with
other classrooms through email. Students’ personal emails will not be disclosed.

Reflective Practice:
Students will read about UN. The class will share videos with classrooms from other countries about books
they have read. This project motivates students to read while helping them gain a greater understanding
about critical issues impacting the globe. This project teaches students about cultural tolerance and
multicultural literature. This project gives students the opportunity to exchange knowledge and insights
gained from reading and promotes global literacy. The purpose of this project is to have a lasting impact on
students inside and outside of the classroom. This project will be a long project and may take several months
to complete. I suggest the class video conference the other classroom once a week.

Spring 2018_SJB