Project+Description

The project **//Imagine If//** is in a constant state of change. We are in the process of managing the plan to accomplish the project's goal. We have been coordinating with the students, allowing time for inquiry and helping students perform activities in accordance with the //Imagine If// project plan.

To begin the project we decided to use backwards design and an inquiry based learning and exploring approach to spark imagination and creativity. Students spent time exploring the components of the programs **//Songsmith, AutoCollage//**, and //**Kodu**//. We found the students were effectively engaged in the technology programs.

In the classroom we continued to learn about poverty, homelessness and other global issues. The inquiry based questions of how could this technology help us teach others and promote awareness of these global issues was introduced.

Using //**Songsmith**//, the students looked at imagery and sensory poetry. They were asked to identify what poverty or homelessness may look like, feel like, smell like, sound like and taste like. Using these ideas students were to creatively produce a poem that would show their understanding of the global issue. Now that their poetry is written, students will select a genre of music, the tempo etc and will use Songsmith to create a song to demonstrate their understanding of the issues and to share their understanding with others.

Using //**AutoCollage**// the students learned about the effectiveness of photography and its power of storytelling. The students viewed images and were asked to creatively come up with a story to fit the representation and to explain their point of view. Once complete the students were asked to find images that would create a powerful collage of the ongoing issues of poverty and complete an AutoCollage that would exemplify their thinking.

The students have also explored the reasons or causes of homelessness. Together, students produced a list of reasons and possible solutions for the issues surround homelessness. The list of reasons were poverty, lack of community support, high cost of housing, domestic violence, unequal access to health care, drug abuse, lack of education, mental illness, inequality of pay, and women’s rights (in some world countries). The students were excited when we introduced //**Kodu**// to them. They have been given time to explore and create. In the initial stages, students were allowed to create games without any criteria so that they would become more familiar with the program. Students have been introduced to a simulation game by MCIC (Manitoba Counsel for International Cooperation) in which they have to survive, protect and increase their wealth. They also developed a list of items that they believed you needed to survive along with many items that people valued (food, shelter, clothing, education, transportation, friends, taxes, religion, and luxury items). From these ideas and MCIC simulation games ideas the students will be asked to create a game using Kodu that will address the needs and causes of those living in poverty. We may solicite the help of someone with more expertise in gaming.

__**Engagement **__ Students loved the idea of using technology to support and demonstrate their knowledge. Student engagement has increased. Students have begun to creatively use Songsmith, AutoCollage and Kodu for reasons other than global awareness. Global awareness has become a common terminology around our classroom as well as our school. One of our schools goals for next year will be global sustainability. The local newspaper has followed some of our learning experiences and community members have been motivated to get involved. A group of leadership students won an award for their efforts on recognizing the global issues of homelessness. Hannah Taylor also recognized our student’s efforts, she has called our school, sent cards of recognition and has promised to make a visit to our school.

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