| The rush to acquire technology for schools has not been accompanied by clear vision for the use of these tools. This study addresses questions related to the best uses of technology in schools based on the assumption that technology integration, and instruction in general, should strive to give students the tools to be self directed, tolerant, and willing to participate in community. The study examined a five month long technology-rich history project, the Genet History Project, and how it unfolded in a classroom learning community. A learning community is defined as a community whose members share values and a commitment to learning goals as well as a sense of identity and belonging. The learning communities construct provided the lens through which the social context of learning was examined. Data were collected over a five-month period, in the form of interviews, observations and artifacts. A case study database was created using qualitative data analysis software.; Community building was found to be an ongoing process with detectable stages during which roles shifted, with students becoming increasingly self-directed. Authentic curriculum and technology use supported participation in the community, including the commitment to learning goals and tolerance in the form of the inclusion of all students. Constraints included the lack of institutional support and lack of common vision among the adults in the school. |
