In our reflective discussion, many students cited their digital products when describing Edison’s place in history and the connections between inventions. I’m considering ways that this strategy could be expounded to transform field trips into “Connected Learning Expeditions” and would appreciate knowing your experiences and thoughts!
My sixth graders and I took a field trip to The Bandai Edison Museum yesterday and I thought it was an ideal chance for a Bring-Your-Own-Technology experiment. Our current inquiry focuses on personal histories and the primary objective of the field trip was to reflect on how the Thomas Edison Exhibition tells the story of his life.
The task was to choose three artifacts in the exhibit and deduce what invention led or might have led to it, and what inventions came after. Usually, iPads and other mobile digital devices are not allowed in school, but for the field trip, I said they can bring any technology they want to complete their assignment. I created a simple google form and posted it on our class blog for those with Internet access. Some students chose to write their reflections with paper and pencil, but a few brought their iPads, smartphones, and a couple DSs, and were excited to use them!
After completing their reflections, some students took photos or made videos of their favorite exhibits. It felt great to provide them with the autonomy to use their technological resources to inspire and motivate their inquiries. The enhanced engagement and enthusiasm to share their work was a clear benefit.
I plan to have a BYOT policy in place in the classroom when we start working in earnest on our culminating Exhibition, and the field trip experiment demonstrated to me that these technologies, coupled with independence, are remarkable learning multipliers.