Word Processing and Desktop Publishing

This week in school the sixth grade was charged with creating a brochure for a Province in Canada.  A rubric was provided to each student that defined the value of each aspect of the brochure and what was expected.  That was all. The students were not confined to the use of a desktop publishing software and they were able to present the brochure using crayons and markers if that was what was available.  This was not a classroom project.  In fact, the teacher did not allow the students any time on the computer.  This project was self directed and given on a four day break. 
The product would be based on many factors.  Will the students have the information available to them?  Will the student who does not have access to the library or media at home be able to provide information or present it in a way the will allow the student to receive a good grade?  Many children go home to an environment that is not conducive to complete a project of this magnitude.  The project is a great idea and is an activity children would enjoy but the base of knowledge was not provided.  The teacher made assumptions and we can't do that.  The assumption that each student is literate enough to create a brochure on a computer without any review.  The assumption that students who would benefit from learning the information  in this way will have access to the tools they need.  Many students presented brochures made with colored pencils and markers while many of their peers presented brochures created using a publishing software. 
The activity would have been more beneficial if the students could have had an opportunity to work in the classrooms and received a lesson on the ways brochures can be created and the reality that a brochure should not be presented in the real world in our own handwriting.
The videos this week provided good examples of lessons on how the students can implement DTP in the classroom.  Creating the brochures, newsletters and other information using the software allows the children to apply the content and make it relevant. 
One of the most important things I learned this week was to make sure to keep the students on task.  Time can get lost when you are creating brochures and other documents.  Spending too much time on searching graphics can lose a student.  I know.  I have fallen victim to the time drain when searching the Internet for information and graphics. 
Providing an alternative assessment tool that engages the students is exciting.  The activities encourage thinking and creating using their knowledge instead of providing me an answer on a test that I create.