Questão 66634

An English teacher is planning a project-based learning (PBL) unit for a 9th-grade class on the topic of 'Fake News and Digital Media Literacy'. The teacher's goal is to integrate technology into the learning process in a way that is transformative, not just substitutive. He wants to avoid what is often called 'old wine in new bottles,' where technology is used merely to replicate traditional, teacher-centered activities (e.g., using a projector instead of a blackboard for a lecture). He aims for a model where technology is used as a tool for student inquiry, creation, and collaboration. The teacher is guided by the SAMR model (Substitution, Augmentation, Modification, Redefinition), which provides a framework for evaluating the integration of technology in teaching. His objective is to design a project that reaches the 'Modification' and 'Redefinition' levels. The final product of the project will be a 'Digital Literacy Campaign' created by the students, for their peers. This campaign must include a series of short, informative videos and an interactive online quiz to help other students identify fake news. This requires students to research the topic in English, write scripts, collaborate on video production, and design a functional quiz using an online tool. The teacher reflects on a key idea from educational technology literature: 'True redefinition of a task occurs when technology allows for the creation of new tasks, previously inconceivable. It's about shifting from students as consumers of information to students as producers of knowledge for an authentic audience.'

Which of the following activities represents the highest level of technology integration in this project, according to the SAMR model (Modification/Redefinition)?