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
Reflections:
The Engaged Learning Project demonstrates my abilities to meet Standard 2.3 by using digital tools to engage students in authentic learning experiences. This project, which I designed for ITEC 7400, was aimed at having students learn about cultural myths from community experts and to find a Greco-Roman myth that was comparable in theme or moral. The students created videos or story books that compared the two different cultural myths. The students used a variety of digital tools including Google Drive, Skype, LittleBirdTales, Movie Maker, VoiceThread, and SchoolTube to design, develop, create, and share their final products. This project was authentic and meaningful since the students were exploring various modern cultures that surround them and applying their knowledge to create videos or books to be shared with a broad audience via the Internet. The students assumed the role of explorers as they delved into the cultural beliefs of others, resulting in a deep cultural appreciation developing in the students. By using technology and engaged learning concepts, including student-centered, authentic, collaborative, and culturally-responsive, the students gained a deep understanding of mythology and its effects on a culture. Moreover, they gained 21st century skills like creativity, critical thinking, collaboration, and communication while mastering both the curriculum and technology standards.
Creating this lesson plan was extremely beneficial and educational for me. I gained a detailed knowledge the indicators of engaged learning. I attained the ability to analyze lessons using the LoTi scale and how to improve them. I developed an appreciation for the necessity for authentic, student-centered lessons that are infused with technology. Moreover, I was able to apply my new knowledge and skills to enhance other lessons that I developed throughout the school year. If I were to complete this assignment again, I would contact teachers and parents to find volunteers in advance. When my students completed the lesson, some students had a difficult time finding an adult who was willing to share his/her cultural myths. Therefore, if I could create a list of willing participants, my students would have a resource to search for a cultural expert.
The effects of this lesson could be assessed through classroom assessments, observations, and perception surveys. Due to the high level of engagement in this lesson, my students were active participants in their learning, which resulted in higher student performance. This improvement was apparent on the classroom assessments. Additionally, if one would observe my students during this lesson, one would see that my students were highly involved in the creation of their videos. Lastly, student perception surveys would portray this lesson in a positive light. I modeled and shared my lesson and experiences with my colleagues, which fostered an environment of collaboration and a desire for technology integration around the school.
The Engaged Learning Project demonstrates my abilities to meet Standard 2.3 by using digital tools to engage students in authentic learning experiences. This project, which I designed for ITEC 7400, was aimed at having students learn about cultural myths from community experts and to find a Greco-Roman myth that was comparable in theme or moral. The students created videos or story books that compared the two different cultural myths. The students used a variety of digital tools including Google Drive, Skype, LittleBirdTales, Movie Maker, VoiceThread, and SchoolTube to design, develop, create, and share their final products. This project was authentic and meaningful since the students were exploring various modern cultures that surround them and applying their knowledge to create videos or books to be shared with a broad audience via the Internet. The students assumed the role of explorers as they delved into the cultural beliefs of others, resulting in a deep cultural appreciation developing in the students. By using technology and engaged learning concepts, including student-centered, authentic, collaborative, and culturally-responsive, the students gained a deep understanding of mythology and its effects on a culture. Moreover, they gained 21st century skills like creativity, critical thinking, collaboration, and communication while mastering both the curriculum and technology standards.
Creating this lesson plan was extremely beneficial and educational for me. I gained a detailed knowledge the indicators of engaged learning. I attained the ability to analyze lessons using the LoTi scale and how to improve them. I developed an appreciation for the necessity for authentic, student-centered lessons that are infused with technology. Moreover, I was able to apply my new knowledge and skills to enhance other lessons that I developed throughout the school year. If I were to complete this assignment again, I would contact teachers and parents to find volunteers in advance. When my students completed the lesson, some students had a difficult time finding an adult who was willing to share his/her cultural myths. Therefore, if I could create a list of willing participants, my students would have a resource to search for a cultural expert.
The effects of this lesson could be assessed through classroom assessments, observations, and perception surveys. Due to the high level of engagement in this lesson, my students were active participants in their learning, which resulted in higher student performance. This improvement was apparent on the classroom assessments. Additionally, if one would observe my students during this lesson, one would see that my students were highly involved in the creation of their videos. Lastly, student perception surveys would portray this lesson in a positive light. I modeled and shared my lesson and experiences with my colleagues, which fostered an environment of collaboration and a desire for technology integration around the school.