2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
Artifact: Engaged Learning Project
Reflection:
The Engaged Learning Project was completed in the ITEC 7400 class. The purpose of the assignment was to develop an extended learning experience that was engaging for students on multiple levels while also meeting specified criteria like: meeting a LoTi Level 4a or above, linking to performance standards as well as technology standards, and including adaptations for student needs.
This artifact demonstrates mastery of Standard 2.3 because I modeled and facilitated the use of digital tools and resources to engage students in an authentic learning experience. My students were learning about money, which can be very difficult for a first grader, but can be highly motivating when studied authentically. The students in my class earned play money during the week for completing assignments and homework, helping a friend unprompted, receiving compliments from other staff and faculty, etc. That money could then be spent on Fridays in the class store. Those students who were learning the skills quickly were used as “Money Pros” in the class and served as teaching assistants to those students who needed some extra help. These activities culminated in designing problem-solving pictures in KidPix that showed their understanding of money at the end of the semester.
The development of the project took a lot less time than the activities within the project took to complete with the students. In retrospect, I would have asked the technology specialist if she could have made time within their technology specials class to work on the slides for the project. Since it was already linked with technology standards, we could have helped each other out and saved a lot of class time. The student-made slides were assessed using the math standard that correlates with counting money along with the problem-solving standard; and the technology standards for using the technology. We ended up using KidPix instead of making the Smartboard slides, as was mentioned originally in the project plan, because the student laptops and computers do not have the Smartboard programs on them. The KidPix program worked just as well, and students already had some experience working with that program. The impace of student assessment was evident in many different ways: the counting of money during class lessons and when shopping at the class store, the write-up of their word problem for their KidPix picture, and the product of thier KidPix creations to be turned in at the end. Students showed their math ability and technology ability.
The Engaged Learning Project was completed in the ITEC 7400 class. The purpose of the assignment was to develop an extended learning experience that was engaging for students on multiple levels while also meeting specified criteria like: meeting a LoTi Level 4a or above, linking to performance standards as well as technology standards, and including adaptations for student needs.
This artifact demonstrates mastery of Standard 2.3 because I modeled and facilitated the use of digital tools and resources to engage students in an authentic learning experience. My students were learning about money, which can be very difficult for a first grader, but can be highly motivating when studied authentically. The students in my class earned play money during the week for completing assignments and homework, helping a friend unprompted, receiving compliments from other staff and faculty, etc. That money could then be spent on Fridays in the class store. Those students who were learning the skills quickly were used as “Money Pros” in the class and served as teaching assistants to those students who needed some extra help. These activities culminated in designing problem-solving pictures in KidPix that showed their understanding of money at the end of the semester.
The development of the project took a lot less time than the activities within the project took to complete with the students. In retrospect, I would have asked the technology specialist if she could have made time within their technology specials class to work on the slides for the project. Since it was already linked with technology standards, we could have helped each other out and saved a lot of class time. The student-made slides were assessed using the math standard that correlates with counting money along with the problem-solving standard; and the technology standards for using the technology. We ended up using KidPix instead of making the Smartboard slides, as was mentioned originally in the project plan, because the student laptops and computers do not have the Smartboard programs on them. The KidPix program worked just as well, and students already had some experience working with that program. The impace of student assessment was evident in many different ways: the counting of money during class lessons and when shopping at the class store, the write-up of their word problem for their KidPix picture, and the product of thier KidPix creations to be turned in at the end. Students showed their math ability and technology ability.