As I worked through structuring this lesson, I wanted to develop a project that would essentially be found in the "real world" but doable with the resources I currently have in my student teaching placement. Through my experience as a professional theatre director, I have collaborated with designers and other artistic staff through the use of Google Drive. I have also been involved with productions that published scenic, lighting, and costume designs on websites for cast members to view before beginning rehearsals. My goal is to knock down classroom walls so that groups can share their creations with theatre students from another school corporation or professionals working on Broadway.
The technology utilized in this lesson moves from offline (pdf, PowerPoint presentation) to global (portfolio website) as we move from "substitution" to "redefinition." In the "modification" and "redefinition" stages, students have more opportunities for collaboration even if they are not physically together in the classroom. With more opportunities for collaboration and feedback from outside sources at the "redefinition" level, I believe that my role as an instructor would transition to facilitator at the "transformative" levels.
The technology utilized in this lesson moves from offline (pdf, PowerPoint presentation) to global (portfolio website) as we move from "substitution" to "redefinition." In the "modification" and "redefinition" stages, students have more opportunities for collaboration even if they are not physically together in the classroom. With more opportunities for collaboration and feedback from outside sources at the "redefinition" level, I believe that my role as an instructor would transition to facilitator at the "transformative" levels.