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
Reflection
The Engaged Learning Project was a collaborative effort by me and four colleagues within the ITEC Specialist program. My contribution to the project was through application of art visual arts. The context involved designing a project that engaged students through a problem-based, authentic (real world) learning experience, that included content standards as well as ISTE Standards for Students. The learner objectives stated that students would understand how to explore, research, and communicate solutions to a real-world problem by using various means of technology to design and create a water filter, as well as demonstrate their learning through documentation and presentation of the process and outcome. The remaining components of the project included the introduction, process, product, technology, and supporting material. The project was rated as a LoTi level 6, with indicators of Engaged Learning being multi-disciplinary, culturally responsive, student as explorer, student as producer, teacher as facilitator, teacher as guide, and teacher as co-investigator.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to engage students in an authentic learning experience. The technology piece of this project involved use of iPads to create videos documenting the water filter production, and to record trial runs for self- and peer-assessment. Students also used Excel to collect, record, and analyze data, as well as 3-D printers to create parts and prototypes. I was able to model proper use of the digital tools for the intended purposes, and then facilitate use during the process of designing and creating the water filters as far as troubleshooting and technical support.
Components of this artifact explain how the experience is authentic in that it asks students to solve a real-world problem collaboratively through problem-based learning. They took on the role of environmental engineers charged with the task of developing water filters and collaborated with experts in the community to better understand the water challenges we and others face. Another aspect of authenticity is that students tested their products on actual water samples from the Chattahoochee River, and became advocates for community health.
From completing this artifact, I learned how to work with colleagues across subject matter to engage students in learning through technology. I learned how to model and facilitate a project that provides an authentic learning experience to students. I also learned how to provide technology resources to students who are English language learners, students with disabilities, and low socio-economic. I was able to relate aspects of technology to visual art standards as they relate to the element of texture – testing textures and responses to water, then collecting data. I also learned how to involve media, career, counseling, health and P.E., theatre, music, cultural connections, social studies, math, science, and writing. To improve this artifact, I would involve more of the arts. I would provide students prior experience to textures, so that their analysis had more meaning.
This artifact impacted school improvement by including aspects of our STEM to STEAM initiative, and supporting ELL, SWD, and low SES learners. This artifact impacted student learning in that it supported students as empowered learners and digital citizens, gave students opportunity to construct knowledge and create innovative design, as well as to communicate and collaborate. This impact can be assessed by the development, testing, and improvement of the water filters, as evident through the STEM project rubric which included a self-assessment, team assessment, and teacher assessment.
The Engaged Learning Project was a collaborative effort by me and four colleagues within the ITEC Specialist program. My contribution to the project was through application of art visual arts. The context involved designing a project that engaged students through a problem-based, authentic (real world) learning experience, that included content standards as well as ISTE Standards for Students. The learner objectives stated that students would understand how to explore, research, and communicate solutions to a real-world problem by using various means of technology to design and create a water filter, as well as demonstrate their learning through documentation and presentation of the process and outcome. The remaining components of the project included the introduction, process, product, technology, and supporting material. The project was rated as a LoTi level 6, with indicators of Engaged Learning being multi-disciplinary, culturally responsive, student as explorer, student as producer, teacher as facilitator, teacher as guide, and teacher as co-investigator.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to engage students in an authentic learning experience. The technology piece of this project involved use of iPads to create videos documenting the water filter production, and to record trial runs for self- and peer-assessment. Students also used Excel to collect, record, and analyze data, as well as 3-D printers to create parts and prototypes. I was able to model proper use of the digital tools for the intended purposes, and then facilitate use during the process of designing and creating the water filters as far as troubleshooting and technical support.
Components of this artifact explain how the experience is authentic in that it asks students to solve a real-world problem collaboratively through problem-based learning. They took on the role of environmental engineers charged with the task of developing water filters and collaborated with experts in the community to better understand the water challenges we and others face. Another aspect of authenticity is that students tested their products on actual water samples from the Chattahoochee River, and became advocates for community health.
From completing this artifact, I learned how to work with colleagues across subject matter to engage students in learning through technology. I learned how to model and facilitate a project that provides an authentic learning experience to students. I also learned how to provide technology resources to students who are English language learners, students with disabilities, and low socio-economic. I was able to relate aspects of technology to visual art standards as they relate to the element of texture – testing textures and responses to water, then collecting data. I also learned how to involve media, career, counseling, health and P.E., theatre, music, cultural connections, social studies, math, science, and writing. To improve this artifact, I would involve more of the arts. I would provide students prior experience to textures, so that their analysis had more meaning.
This artifact impacted school improvement by including aspects of our STEM to STEAM initiative, and supporting ELL, SWD, and low SES learners. This artifact impacted student learning in that it supported students as empowered learners and digital citizens, gave students opportunity to construct knowledge and create innovative design, as well as to communicate and collaborate. This impact can be assessed by the development, testing, and improvement of the water filters, as evident through the STEM project rubric which included a self-assessment, team assessment, and teacher assessment.