Project Gallery

Last year we worked with several teachers from different schools to see how coding could support learning outcomes that they were already doing.

The teachers planned tasks with Ed Techs, and we were excited to see how engaged the students were. They all tackled the outcomes and their diligence reflected many of Alberta Ed's student competencies.

Emma Pugh had her Grade 1 class demonstrate their knowledge of building an effective elf trap using a variety of different materials. This cross-curricular inquiry project used a variety of technologies to aid in the students' problem solving and understanding. The students used an assortment of websites and tools such as Hapara Teacher Dashboard, Google Slides, Kidrex, Padlet, WeVideo, and Google Hangouts to explore, investigate, interpret and reflect on their gathered information. All throughout the project, the students completed specifically designed subtasks from Common Sense Education that taught authentic digital citizenship skills. Using WeVideo, the students reflected on their learning and created a video that showcased all of their work throughout the project.

Grade Six teachers Rebeccam Mccollough and Deirdre Myshaniuk planned a project that required their students to write a description of a monster then have students at another school draw it during a live video conference via Google Hangouts.

The students peer-edited each other's work and took part in virtual collaboration.

At Dr. Folkins they created a cross discipline project between math and language arts.

Students were tasked with comparing wireless plans and then had to create a persuasive commercial to convince other teens to buy that plan as well.

Students collaborated, worked through different outcomes and reflected on the process after everything was done.

In this Grade 1 discipline-based inquiry, students were tasked with creating a community map identifying and describing important features or landmarks within Edgerton. Students collectively identified the ways in which they and their families belong in our community, recognizing the value of this knowledge and the importance of making this knowledge accessible to families and who are new to our community.

Throughout the project, students worked through various sub-tasks including: identifying and describing key features (based on their own personal experiences, reflecting, and considering how this feature or landmark may be of importance to new members of the community), taking photographs, researching in order to fully understand the history of various features or landmarks, as well as locating them on a map.