Critical Understanding of Project-Based Learning for High School Through Participatory CinéEthnography

• In Event: Poster Session 8
  In Poster Session: Engaging Documentary Methods to Cultivate Reflective Teaching and Learning

Abstract

The study examined project-based learning practices employed by a technology-based high school in the southwest United States. The school sought a specific or blended learning method using ubiquitous technology with the students to help transform the learning environment to include more 21st Century skills. Critical CineEthnographic research methods were employed using video and audio capture of participant interviews, and direct observation. This paper provides systemic and critical results of participant experiences in the transformative school setting. Participants noted affinities toward the collaborative atmosphere that was used throughout the school. While technology was a tool for emancipating students, technology was infused throughout the curriculum supporting learning achievement; this freedom often resulted in transgressive behaviors in violation of teacher and group norms.

Authors

• Scott Joseph Warren, University of North Texas

• Jonathan Gratch, University of North Texas

• Mary A. Fuller, University of North Texas

• Brad Trussell, University of North Texas

• Shelly Zhu, University of North Texas