There is evidence that technology has played a role in transforming classrooms into places where students are actively constructing knowledge and where teachers structure learning resources to facilitate discovery, problem-solving, and collaboration. In our research, we consider the roles of two processes that use technology to support a project approach to learning using multimedia: creating cycles of student imagination and production and supporting well-developed student collaboration. Our paper examines how technology and pedagogy work together in a fourth-fifth grade classroom taught by the fourth author to support student imagination, production, and collaboration and explores mechanisms that relate these characteristics to the building of student identities as members in a community of practice.
['William R. Penuel', 'Christine Korbak', 'Karen Cole', 'Otak Jump']
Imagination, production, and collaboration in project-based learning using multimedia