Journal #2

June 13, 2011 – In looking at the www.bie.org website, I confirmed with the handbook reading that each project has a driving question, a summary, a scope, and a sequence to drive the project and give it clarity.

http://pbl-online.org/driving_question/dqtest/dqtest.html has a short quiz on what a driving question should contain. The characteristics are:

1. The question serves as a lighthouse for the project.
2. It incorporates a big idea or theme
3. Specific content or skills are included
4. It utilizes authenticity

Perhaps I shouldn’t jump ahead, but starting with the end in mind means having an idea of what you would like the students to learn. As a computers in business teacher I would like my students to learn how to incorporate business skills into leading successful lives whether or not the student would like to start their own business.

It was pretty easy to find a project for my curriculum because it is already one of the standards (Standard 6) link: http://www.uen.org/ctecore/core.do?courseNum=520111

June 13, 2011 – Over the last couple days looking over the definitions and characteristics of project-based learning I’ve found that I already do a lot of PBL in my classroom. For example, when we learn Microsoft Word I have the students write a script or screenplay with various color coordination of each characters and using a screenplay layout to show how well they can operate Microsoft Word.

I also collaborate with other teachers to provide real-world experience not found in a single class. I believe it is an illusion that the curricula are separate. They should be integrated together and the projects become more real world.

My idea for my project in this class is to create an online set of instructions (possibly a WebQuest) to have a team of students create a simulated business utilizing computers to create their own webpage, web content, advertisements, stock market and data sheets, and an overall business plan.

Culminating Project Purpose:
Students will create a simulated business by building a business plan, advertisements (electronic and print), create a web page, and develop an overall understanding of how businesses work and the various types of businesses. By creating this simulated business the students will experience a project-based activity to simulate a realistic scenario of owning and operating a business using computers.

Scope:

1. Utilize technology in a business setting.
2. Interpersonal collaboration with peers to develop essential business social skills.
3. Standard 6 - Students will incorporate concepts learned to create, present and evaluate a business plan those skills include:
a. Create web pages, business documents, and advertisements to enhance a business by utilizing web 2.0 and 3.0 technology.
b. Building effective advertisements and understand the terms associated with this field.
c. Students will have the option to apply a variety of software towards their business venture including Microsoft Office, Adobe Creative Suite Web Premium 5.5, Garageband, Firefox, Explorer, Mobile Apps, iMovie, Photobooth, and many others.
d. Students will enhance their keyboarding skills and develop web content using HTML and CSS programming languages.