Students on both sides were tasked with developing questions to ask the other students to help them better determine the location of the other school. After completing the first Skype session, the students on each side spent time researching the answers to their questions in an attempt to locate the mystery school. Eventually, the two classes will come back together on Skype to reveal their locations and see if they successfully identified the mystery school's location.
Ms. Wright's Mystery Skype activity is a fantastic example of how redefining learning in the classroom with technology does not necessarily require a high level of technology proficiency. Nor does it necessarily require large amounts of technology. All this activity required was a projector, speakers, and the ability to get on Skype. Ms. Wright likely spent much more time coordinating and collaborating with the teacher in Chicago than learning about or messing with the technology. Bottom line, it's not about the technology, it's about the teaching and learning. The technology simply made this activity possible. In addition to reaching the top level of the SAMR model (redefinition), Ms. Wrights activity also hits four of the Grandview Technology PD Strands; communication, collaboration, problem solving, and authentic learning. Way to go Ms. Wright!
Mystery Skype is an increasingly popular activity in schools at all levels. Ms. Wright's activity represents just one of many possibilities for using Skype in the classroom. If you would like more information about Mystery Skype, or are interested in connecting with educators around the world to collaborate on projects, check out this site. For information on other potential Skype activities, check out this site. As always, feel free to contact Instructional Technology for support.