Orange Collaborative Inquiry Group, or OCIG as we are affectionately known, was formed as a part of Arts Educator 2.0; a professional development project based out of Intermediate Unit One, which serves Washington, Greene and Fayette counties in southwestern Pennsylvania. The project was funded by a federal Professional Development for Arts Educators grant and a grant from the Claude Worthington Benedum Foundation and directed by Dr. Mara Linaberger, curriculum coordinator at Intermediate Unit One, and Jamie Kasper, Associate Director of the Arts Education Collaborative. This wiki documents our journey of inquiry during the school years of 2008-2011. We encourage visitors to use the dipity tool below for the highlights of our group's work together, or you may click on any link to follow an individual. Better yet, visit us on our blog to continue the conversation!

Participants in the Orange Collaborative Inquiry group were enrolled in a larger project entitled Arts Educator 2.0. Arts Educator 2.0 offers arts educators support for their individual work in their classrooms through professional development activities designed to be specific to their needs. A technology strand running throughout the work provided technology for the enrolled teacher's classrooms and supported them in developing transformative uses of technology in arts and humanities classrooms. In year one of the project, teachers participated in workshops teaching the use of technology and mentoring their work towards creating standards based lesson plans using the understanding by design model developed by Grant Wiggens and Jay McTighe. In addition the teachers each developed a personal professional development plan. In years two and three participants in small groups conducted collaborative inquiry.

In the 2009-2010 school year teachers in the Orange Collaborative Inquiry group began examining student engagement guided by the inquiry question: How can we better engage diverse learners? In 2010-2011, Inspired by the 21st Century Skills Framework the teachers explore what happens to teaching and learning if classroom content was used to teach communication, cooperation, critical thinking, creativity and the use of media and technology.

In year three of the project, participating teachers were given the newly released iPads to pilot the use of iPad technology in the classroom. Facilitators spent the summer prior to the beginning of the project year experimenting with the iPads and blogging about their experiences. Members of the Orange Inquiry Group pulled together a data base rating iPad applications for use in the classroom.