Malaika+Jordan+Artifact

Going GREEN! __ 21st Century Learning __

Beginning this cohort, I had a long laundry list of things to learn and implement as it pertained to 21st century learning in my classroom. As I was introduced to technology that assisted in communication and collaboration I began to wonder if I could ever accomplish the task of preparing digital natives to a world I was just embarking on. I had never used a wiki other than Wikipedia and had seldom blogged but was willing to give this concept of web communication a try. As our cohort met, discussed, read, posted and probed, I began to realize that 21st century learning was more than the technology. It was a way of being that emphasized a group of skills that would allow anyone to obtain and transfer knowledge necessary to thrive and compete in our fast paced ever changing world.
 * __ Introduction __**

My culminating artifact is two fold- representing work from the fall and the spring of this cohort. Both products offer a perspective of growth and learning from an educator aspiring to move students from solely utilizing their 21st century skills as social vehicles but academically as well. With all of the options to better prepare my students in 21st century skills, I chose to take a look at how using web 2.0 technology could assist them with an Anatomy and Physiology unit. During the fall of 2009 I engaged in an action research prospectus observing the use of a wiki and blogs in my public high school science class. There was a growing body of research that suggested that using web 2.0 tools should enhance student performance because their utilization promotes collaboration and critical thinking. A unit on the integumentary system offered me a glimpse of how web 2.0 use could impact my science classes as well as the reality of how inaccessibility plays a part in the gaps of education.

Realizing that 21st century learning was about expanding, stepping outside of the box of self and moving to make connections, I also wanted to introduce a real world perspective in GREEN education that would cause my students to look beyond themselves and the walls of the school and reach out to the community. The development of this service learning project allowed me to embrace the 21st century skills of creativity, collaboration and connections (community and global). Three other teacher advisors and I partnered with the Alpha Kappa Alpha Sorority and the UMOJA center to organize a Go GREEN community service learning project. This portion of learning took us to the community garden located behind our school which most students had never even noticed. By researching the genetic modification of the primary foods comprising my student’s diets, followed by the alternative organic fruits and vegetables and viewing Food INC., we seemed to have a probable way to help us reduce our carbon footprint while giving back to the community. Our students would plant, harvest then sell these healthy fruits and vegetables to the community during our “flea market” day in the fall.

The goal of the action research prospectus was to observe the workings of a small sample size of students in my science class. Based on the observations I would analyze the implementation of instructional technology in the form of wiki's and blogs and assess their impact on urban high school student performance in science with respect to literacy. The goal of this GOING GREEN service learning project is to -help create and maintain a “clean” earth (environment) -promote a healthy lifestyle among youth -involve students in relevant, meaningful experiences that will transfer into building their community As a result, students will have an opportunity for “hands on learning” on all aspects of gardening fruits, vegetables and plants. Learning will include soil preparation as well as planting and harvesting. Once or twice a year, operating as a “flea market”, students will provide a service to the community by offering healthy and affordable food in today’s economy – a “Going Green Market Day” event.
 * __Goals__**

From the personal interviews of the pilot action research it was discovered that students would appreciate the opportunity to blog and have a classroom wiki. One student indicated that her reading to respond on the wiki helped her with gathering information for another class. Although the sample of students liked the idea, the students also revealed they did not feel comfortable using wikis. The pilot action research allowed me to see that many of my students don’t have immediate access to the internet to perform various tasks. Those that have access primarily use the web for social networking on sites such as Facebook. Students indicated that they did not feel comfortable posting their own answers to questions and any educational responses should be made by “professionals” that know what they are talking about. This concretizes the fact that opportunities must be provided in order for our underrepresented students to become secure enough in their capabilities to enter into digital communication and collaboration from an academic and student-peer perspective. With the recent acquisition of new pc’s in the building the option of creating wiki’s is more feasible and a semester or year long action research on the use would be beneficial to implement. Based on my own personal challenges with blogging I would now look for alternatives that respect those students that like to express themselves in forms other than blogs and perhaps conduct a venue comparison.
 * __Outcomes__**

OUR GARDEN- The garden is underway! Cultivating peppers, okra, eggplant and watermelon- students were amazed that their tiny seed which now has leaves will potentially one day be food. We have tilled, mulched, planted, watered, created and now we wait. A colleague and I discussed how she has advisory students who typically would be playing but now are taking the time to assist everyone in getting water for their plantings. “Normally, these two young men would be spraying everyone with water. Instead they were very helpful. I asked many of the kids if they had done gardening before. They said no, but I told them they took to gardening like fish to water.” Some students have signed up to tend the garden over the summer with the supervision of our community partners and we eagerly await the opportunity to harvest and sell our produce. Take a look at our efforts. http://animoto.com/play/O1IlxSGbcx7CI7uWTdTjdQ [] After seeing how excited my advisory students were about organic gardening and the recycling component utilized in the endeavor to promote sustainability, I decided to include my science students in the process. They were given an assignment to create an awareness of the importance of “GOING GREEN.” How can we help reduce our carbon footprint as individuals, a school and a community? I have included a sample of one groups work for viewing at our culminating celebration!