Introduction, Chapter 1 : "Mapping the Jouney - Seeing the Big Picture"

  As we begin the journey toward implementing Project Based Learning (PBL), some things to keep in mind vary from being patient with the process to acknowledging that feelings may be mixed toward the approach to learning. PBL begins as a learning experience and trial and error, and continues throughout the implementation. Despite being the educator to develop the project, effort may be required on our part to let go of the reins and trust students to know how to guide themselves through the learning process and become self-sufficient with the technology. It is also important to remember that technology is not the focus of PBL, but rather the tool in the memorable learning experience for both students and educators alike. Lastly, it is important for us to remember that although technology plays a very large role in society, not all minds will be open to joining it with the educational experience.
     Some benefits of PBL to be considered primarily consist of the wealth of knowledge and understanding it gives to students and teachers alike. As it prepares students for futures and careers that could potentially include any combinations of technology, teachers can also benefit and learn from PBL by simply adding it to their curriculum and dissecting what it means to teach in a project-based manner. By using this method, teachers become guides rather than the end-all be-all font of information for students. Students that struggle in a more traditional classroom setting may see improved grades and grasp of concepts with this more hands-on approach. Both students and faculty gain better social skills with their peers and in group settings as they work through the project, or even developing and fine-tuning the project (for teachers). The benefits of PBL are not only for students, but for the endless learning process we will encounter as instructors as well.
     Some issues may need to be considered with this learning approach. One concern is the adverse reactions that might come from parents or faculty peers, who might see this new method of learning as inappropriate for students and classrooms. The extensive work that needs to be put into creating a technology-fueled project might be off-putting to some teachers, while parents might only see the negatives of such resources as the internet (think video games and Facebook). Although technology is a big part of our lives, another worry is that the myriad tools we might think to employ might not necessarily be available to every student at all times.
     The New Technology High School in California is a great example of how PBL works for students. Meeting concern of local businesses about the requirements on the 21st century workforce, New Technology High began using a critical thinking, collaborative curriculum that included technology as a tool for problem solving and meeting those expectations. A lottery-chosen, small enrollment environment allows for more personalization amongst both students and teachers and more time for learning. Projects become the greatest focus of the curriculum, and mimic real-world situations and potential demands on students in their future careers. While technology is a cornerstone of the new technology method, it is merely a tool and not a focus of the projects. Teachers work together (and are given the time and resources to do so) to develop and fine-tune projects and curricula. Overall, learning is vital, and camaraderie is a positive outcome of this project based learning process for both teachers and students alike.