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 / Coder Kids
Reflection:
Standard 2.3: Authentic Learning
The Engaged Learning Project artifact was created for the 21st Century Teaching and Learning course. The purpose of the assignment was to design and develop an extended, technology-supported, student learning experience that was underpinned by innovative technology use and the engaged learning indicators. For the assignment, I chose to focus my project on topics that I am very passionate about: coding and computational thinking. Some of the key pieces regarding the design of the content and learning goals involved having learners in producer or explorer roles in student-directed authentic, meaningful, and ongoing technology-rich learning experiences. The best method to accomplish the requirements of the project was to create a WebQuest for my first grade students. I created the Coder Kids WebQuest to provide my students with an authentic learning experience that was both engaging and utilized higher levels of technology integration.
The artifact demonstrates my mastery of the Authentic Learning standard and demonstrates my knowledge, skills, and dispositions and my abilities to model and facilitate the use of digital tools to engage students in an authentic learning experience. For the design of Coder Kids WebQuest, I chose to follow the WebQuest format because of previous course readings regarding the success of this lesson structure. For this assignment, I was able to hone my abilities of blending streaming media, embedded assistive technology, web apps, and desktop applications into one authentic and engaging learning experience for students. Additionally, this experience instilled in me the importance of the engaged learning indicators and LoTI levels when developing and designing lessons, which is a practice I will carry with me for the rest of my career.
In retrospect, I do have one area to improve upon. Part of the Coder Kids WebQuest called for “unplugged” computational thinking activities that could be accomplished without the computer. It is important to remember that engagement and authenticity aren’t specifically bound to technology, and this is something that I didn’t place enough emphasis on when implementing. The next time I attempt this WebQuest with my first graders, I will make appropriate time for the “unplugged” coding and computational thinking activities.
The work that went into this artifact directly impacted student learning. Much of the structure and content of the Coder Kids WebQuest was implemented with students over the course of three weeks in the middle of the 2014-2015 school year. Through teacher observation, I was able to assess the impact that the learning experience had on students. The entire first grade class was introduced to the beginning concepts of computational thinking, which is a subject that is rapidly growing in importance, and will likely one day be a curriculum requirement.
Standard 2.3: Authentic Learning
The Engaged Learning Project artifact was created for the 21st Century Teaching and Learning course. The purpose of the assignment was to design and develop an extended, technology-supported, student learning experience that was underpinned by innovative technology use and the engaged learning indicators. For the assignment, I chose to focus my project on topics that I am very passionate about: coding and computational thinking. Some of the key pieces regarding the design of the content and learning goals involved having learners in producer or explorer roles in student-directed authentic, meaningful, and ongoing technology-rich learning experiences. The best method to accomplish the requirements of the project was to create a WebQuest for my first grade students. I created the Coder Kids WebQuest to provide my students with an authentic learning experience that was both engaging and utilized higher levels of technology integration.
The artifact demonstrates my mastery of the Authentic Learning standard and demonstrates my knowledge, skills, and dispositions and my abilities to model and facilitate the use of digital tools to engage students in an authentic learning experience. For the design of Coder Kids WebQuest, I chose to follow the WebQuest format because of previous course readings regarding the success of this lesson structure. For this assignment, I was able to hone my abilities of blending streaming media, embedded assistive technology, web apps, and desktop applications into one authentic and engaging learning experience for students. Additionally, this experience instilled in me the importance of the engaged learning indicators and LoTI levels when developing and designing lessons, which is a practice I will carry with me for the rest of my career.
In retrospect, I do have one area to improve upon. Part of the Coder Kids WebQuest called for “unplugged” computational thinking activities that could be accomplished without the computer. It is important to remember that engagement and authenticity aren’t specifically bound to technology, and this is something that I didn’t place enough emphasis on when implementing. The next time I attempt this WebQuest with my first graders, I will make appropriate time for the “unplugged” coding and computational thinking activities.
The work that went into this artifact directly impacted student learning. Much of the structure and content of the Coder Kids WebQuest was implemented with students over the course of three weeks in the middle of the 2014-2015 school year. Through teacher observation, I was able to assess the impact that the learning experience had on students. The entire first grade class was introduced to the beginning concepts of computational thinking, which is a subject that is rapidly growing in importance, and will likely one day be a curriculum requirement.