Share New Scenarios ideas below:


This is one I used as an example when we started developing the scenarios for the "Transformation & Technology: A New Way of Learning - Classroom Scenarios"
Ed Barry -

A Flowing Connection: The Lamoille River Study
Grade Cluster – 6-8
NETS-S – 2. Communication & Collaboration
Quick Look:
Six Middle School Teams (Grades 6-8) whose communities border on the Lamoille River collaborate on a joint interdisciplinary study of the River.


Each participating school is made up of six to eight teams each in a collaborative study with students from the other schools. Student selected topics that might include such subjects as recreation, history, ecosystem, pollution, commerce, etc. Teams subdivide based on student (choice) interest. Subdivided teams are generally made up of two or three individuals from different schools.

For example: one team selects “Lamoille River Pollution” and is made up of from 2-4 students from each school. A total of between 12 and 24 team member are involved in the study of this topic. Next, the teams subdivide so one member from each school collaboratively study specific topics such as “runoff pollution” on the river; another team studies pollution from recreational activities; and a third studies commercial pollution, and so on.

Teams work with an expert in the field to conduct authentic research. After initial research, they develop a hypothesis and conduct original research on the topic. (2a)

Teams met weekly via Video Conferencing (LNV) with their expert and their Lead Teacher who is one of the teachers from the participating schools. (2a &2b 6a) Students communicate and collaborate using a Wiki. Individual teams meet regularly using Skype. (2b, 6a) Survey Monkey, Google Forms or other such data collection tool are used to collect data. Information is stored in a database where it can be analyzed and studied. Students use digital probes, digital cameras and camcorders or other digital devices to collect data. (2a, 2b, 2d 6b) They upload their images to sites like Flickr and movies to YouTube. (6b) They search for primary sources using Digital Vault and other Internet sources. They involve community members and interviewing senior citizens is expected to be a major method of collecting both factual and anecdotal information. (2b) Students set up a Voice Thread to collect/document some of their information. (2a, 2b, 6a, 6b) They plot different points using Google Maps/Earth and also use GPS technology. (2a, 6a, 6b, 6d)

Field trips to the river would be an on-going part of their daily work. Parent volunteers are used extensively. Collaboration with local officials such as the Town Clerk, Game Warden, Police Chief, and local Historical Society is encouraged. (2b) Some teams near the mouth of the river spend several days on a houseboat conducting their research. Other teams closer to the river’s source camped out several nights to gather their data

The final products are presented in a public forum. Each group identified an authentic audience and created a “Presentation” using a digital tool of their selection. These included a combination of digital stories, a series of Glogster posters, a wiki (Lamoille River-pedia), and a series of Jing videos. (2a, 2b, 2d, 6b)

Student teams finalized their work via video conferencing. Students meet together (in person) to share results and celebrate their work. (2d)

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Reference: National Educational Technology Standards for Students

Students who take part in this project will address the following standards:

  1. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
· A) interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
· B) communicate information and ideas effectively to multiple audiences using a variety of media and formats.
· D) contribute to project teams to produce original works or solve problems.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
    • A) understand and use technology systems.
    • B) select and use applications effectively and productively.
    • D) transfer current knowledge to learning of new technologies.

Reference: National Educational Technology Standards for Teachers

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.

Teachers who implement this project will address the following NETS-T standards and performance indicators

  1. Facilitate and Inspire Student Learning and Creativity – A. B. C. D
  2. Design and Develop Digital-Age Learning Experiences and Assessments- A, B, C, D
  3. Model Digital-Age Work and Learning – A, B, D
  4. Promote and Model Digital Citizenship and Responsibility – A, B, C
  5. Engage in Professional Growth and Leadership –A, B