2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact: Engaged Learning Project
The Engaged Learning Project was created for ITEC 7400, 21st Century Teaching and Learning. In this project, students were required to research and what life was like during the late 1700's. Students were also required to investigate different aspects of life during the Revolutionary War. During their study, students assumed the role of a journalist/reporter. Students worked in groups to research and write articles about many topics from this time period, from daily life to types of food to battles of the Revolutionary War. Students created a newspaper to organize their articles and then chose a few to create an iMovie news broadcast. Students were able to investigate the topics of their choosing within the broader topic of the Revolutionary War, thus making the project unique to each student. In this project, I took upon the role of a facilitator engaging students in discussions throughout the course of this project.
This project shows evidence of using digital tools and resources to engage students in authentic learning experiences because students were required to research information about the late 1700's and the Revolutionary War. At the middle school age many students are interested in technology and creating videos and movies, so the task was extremely authentic. This project not only relates to the real world by using factual information, but it also engages students because they are able to choose their own topics to learn more about the Revolutionary War. Throughout this project, I acted as a facilitator while students researched and gathered information on their own. I wanted students to take ownership of this project, so instead of directing them on exactly how to find their information, I facilitated discussions about ways to find information that related to their project. At times it was important for me to model appropriate techniques when using websites and publishing tools, such as iMovie, but the students really had control over their learning. Students were required to use higher order thinking skills and processes while working to create their newspaper and then to film their news broadcast.
Through completion of this artifact I learned how important it is for students to participate in deep and meaningful learning experiences. When students are engaged and invested in a topic, they tend to try much harder and produce a higher quality product. Integrating technology in projects can often be a struggle, but once students have the basics, they really thrive and enjoy working on tasks that involve using technology. I learned that it is important to model how to use technology rather than saying, "Here, let me do it for you", which is something I have done in the past. When students learn how to use a tool for themselves, they are much more confident and interested in completing the task on their own. I also learned how much students like being the expert on a topic and enjoy teaching me. By allowing students to help one another and use their mental habits of mind when there were technology problems, more got accomplished in a short amount of time and students took pride in the fact that they were able to help another student fix a problem. To strengthen the quality of this project, it could be taken a step further by allowing students to publish their work to the class website or, or even to share their news broadcasts on morning announcements.
This artifact helped to improve student learning. It was designed to inform students about the Revolutionary War and the vast differences between life then versus life now, as well as allow students to grow in their use of technology. It was intended to be as authentic as possible so students could really gain a real world connection. The lesson was designed for students to be engaged and pursue their answers with little or no help from me. This artifact can be assessed through student surveys or evaluation of student products.
The Engaged Learning Project was created for ITEC 7400, 21st Century Teaching and Learning. In this project, students were required to research and what life was like during the late 1700's. Students were also required to investigate different aspects of life during the Revolutionary War. During their study, students assumed the role of a journalist/reporter. Students worked in groups to research and write articles about many topics from this time period, from daily life to types of food to battles of the Revolutionary War. Students created a newspaper to organize their articles and then chose a few to create an iMovie news broadcast. Students were able to investigate the topics of their choosing within the broader topic of the Revolutionary War, thus making the project unique to each student. In this project, I took upon the role of a facilitator engaging students in discussions throughout the course of this project.
This project shows evidence of using digital tools and resources to engage students in authentic learning experiences because students were required to research information about the late 1700's and the Revolutionary War. At the middle school age many students are interested in technology and creating videos and movies, so the task was extremely authentic. This project not only relates to the real world by using factual information, but it also engages students because they are able to choose their own topics to learn more about the Revolutionary War. Throughout this project, I acted as a facilitator while students researched and gathered information on their own. I wanted students to take ownership of this project, so instead of directing them on exactly how to find their information, I facilitated discussions about ways to find information that related to their project. At times it was important for me to model appropriate techniques when using websites and publishing tools, such as iMovie, but the students really had control over their learning. Students were required to use higher order thinking skills and processes while working to create their newspaper and then to film their news broadcast.
Through completion of this artifact I learned how important it is for students to participate in deep and meaningful learning experiences. When students are engaged and invested in a topic, they tend to try much harder and produce a higher quality product. Integrating technology in projects can often be a struggle, but once students have the basics, they really thrive and enjoy working on tasks that involve using technology. I learned that it is important to model how to use technology rather than saying, "Here, let me do it for you", which is something I have done in the past. When students learn how to use a tool for themselves, they are much more confident and interested in completing the task on their own. I also learned how much students like being the expert on a topic and enjoy teaching me. By allowing students to help one another and use their mental habits of mind when there were technology problems, more got accomplished in a short amount of time and students took pride in the fact that they were able to help another student fix a problem. To strengthen the quality of this project, it could be taken a step further by allowing students to publish their work to the class website or, or even to share their news broadcasts on morning announcements.
This artifact helped to improve student learning. It was designed to inform students about the Revolutionary War and the vast differences between life then versus life now, as well as allow students to grow in their use of technology. It was intended to be as authentic as possible so students could really gain a real world connection. The lesson was designed for students to be engaged and pursue their answers with little or no help from me. This artifact can be assessed through student surveys or evaluation of student products.