Students used inquiry to invest folklore in their community. As part of the C3 inquiry arc students defined questions, connected folklore to a discipline, gathered data from their community and communicated information. Students' agency drove each of the projects as the students determined how much they would investigate each topic. Students…

The focus of this paper is a case study of a Texas-based school that implemented global projects to connect their students with many states and countries as a platform for integrating collaboration and communication skills, technology tools, and cultural diversity into an existing curriculum. The school introduced videoconferencing at every grade…

This article presents the experiences of Miss Felecia McLaughlin, a fourth-grade teacher from the island of Jamaica who used the model proposed by Bass et al. (2009) to assess conceptual understanding of four of the six types of simple machines while encouraging collaboration through the creation of learning teams. Students had an opportunity to…

In the STEM classroom, students can work in collaborative teams to build those essential skills needed for the 21st-century world. In project-based learning (PBL), teams of four to six students are often randomly selected to describe a realistic situation that may occur in today's workplace; this may be done by counting off in fours, fives,…

Many school districts are seeing a need to introduce technology education to students at the elementary level. Pennsylvania's Penn Manor School District is one of them. Pennsylvania has updated science and technology standards for grades 3-8, and after several conversations the author had with elementary principals and the assistant superintendent…