Standard 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: ITEC 7400 Engaged Learning (EL) Project
Reflection:
The Engaged Learning (EL) Project that I created for my students while taking the ITEC 7400 class allowed me to bring student-centered learning through technology use to my classroom. I created the unit plan, “Mitas y Leyendas” and then researched various Web 2.0 Tools that I could implement to make this Unit a WebQuest for my students. I created a Weebly site to house the WebQuest. I research useful websites regarding Myths and Legends of the Indigenous People of Central and South America. I created survey questions to gauge student learning and mastery of the content and state aligned standards associated with this unit. I developed assessments, both formal and informal to check for student understanding and mastery. I also created discussions to allow for student engagement.
This WebQuest unit was unique in that it was the first completely online unit that engaged students in an authentic learning experience. The culmination of these various activities in the WebQuest was for students to be able to use this information and perspective they gained on previous cultures to write their own myth or legend. They had to create explanations of natural phenomena or explain how or why some things happen. They had to do all of this in Spanish!
I was able to model and implement the WebQuest by walking students through the process. I designed the process that they needed to talk to achieve mastery of both content and technology standards. I defined these standards as well. I facilitated students’ learning process by helping them troubleshoot and offer student centered options to complete the WebQuest. Giving students different options allowed them to take ownership of how they would learn the material. It also allowed me to implement a truly differentiated unit and online lesson.
After creating and facilitating student completion of the WebQuest, I would change the amount of time allotted for certain activities. Some activities I allotted too much time for and others not enough. I would also make certain that students had a copy of what they needed to do in case of network issues. We had network issues a couple of days that slowed the process down and I should have had print materials available to compliment the WebQuest activities and allow for continuation of the process.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Students seemed to enjoy making decision on what and how they would learn. They also stayed on task than when this unit was delivered in a traditional setting.
The Engaged Learning (EL) Project that I created for my students while taking the ITEC 7400 class allowed me to bring student-centered learning through technology use to my classroom. I created the unit plan, “Mitas y Leyendas” and then researched various Web 2.0 Tools that I could implement to make this Unit a WebQuest for my students. I created a Weebly site to house the WebQuest. I research useful websites regarding Myths and Legends of the Indigenous People of Central and South America. I created survey questions to gauge student learning and mastery of the content and state aligned standards associated with this unit. I developed assessments, both formal and informal to check for student understanding and mastery. I also created discussions to allow for student engagement.
This WebQuest unit was unique in that it was the first completely online unit that engaged students in an authentic learning experience. The culmination of these various activities in the WebQuest was for students to be able to use this information and perspective they gained on previous cultures to write their own myth or legend. They had to create explanations of natural phenomena or explain how or why some things happen. They had to do all of this in Spanish!
I was able to model and implement the WebQuest by walking students through the process. I designed the process that they needed to talk to achieve mastery of both content and technology standards. I defined these standards as well. I facilitated students’ learning process by helping them troubleshoot and offer student centered options to complete the WebQuest. Giving students different options allowed them to take ownership of how they would learn the material. It also allowed me to implement a truly differentiated unit and online lesson.
After creating and facilitating student completion of the WebQuest, I would change the amount of time allotted for certain activities. Some activities I allotted too much time for and others not enough. I would also make certain that students had a copy of what they needed to do in case of network issues. We had network issues a couple of days that slowed the process down and I should have had print materials available to compliment the WebQuest activities and allow for continuation of the process.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Students seemed to enjoy making decision on what and how they would learn. They also stayed on task than when this unit was delivered in a traditional setting.