A couple of years ago I attended the ECIS IT Conference that was held in Prague. One evening event was a visit to Prague Castle, as the family who lived there sent their children to the International School of Prague who were hosting the conference. During the course of the evening, the owner of the castle and some students from ISP gave a presentation about a project they had been involved in. When the castle was finally handed back to the Lobkowicz family in 2002, twelve years after the fall of communism in Czechoslovakia, many "unusual" objects were found in the castle. The family had no idea what they could be. They therefore handed them to students at ISP and asked them to investigate them. The students did the research and eventually were involved in writing out the museum cards for the castle once the artifacts were put on display. This to me is a wonderful example of an authentic problem and one in which I'm sure a huge amount of learning took place.
As I'm looking at numerous projects as part of my online course, I keep coming back to the same statement by Bernajean Porter, that creativity involves a lot more than using "the razzle-dazzle of digital tools". The majority of student products that are made using technology are simply summary reports providing fact-based information - the students are information consumers who later regurgitate the same information in a digital presentation of some kind. What we are should be looking for is going beyond that - we need to examine the learning. We students to be involved with "real things" and not with "pseudo problems".
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