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 Project
Reflection:
My artifact for this standard was the Engaged Learning Project for ITEC 7400. In this assignment, we were required to develop a unit of learning that modeled appropriate and innovative uses of technology to support Engaged Learning. Many core elements of this engaged learning project exhibit elements of authentic learning including higher-order thinking, student - student collaboration, student's role as active learner and creator of their own knowledge, and the teacher as facilitator.
My project was to be implemented in my 6th grade Social Studies class. It's called Investing in the Stock Market. Initially, my efforts with this assignment yeilded a level three on the LoTi scale. I redoubled my efforts, and with the help of my fellow students and professor, I was able to elevate the assignment to a LoTi level 4. In this assignment students learned standards based content through online resources. Participants are required to use technology to "collect data" (or use data that they research from online resources) in the effort to make choices about stock purchases with the intent to grow the value of their portfolio. As their results were recorded in a Google Doc, students could access their portfolio anywhere they had an internet connection. They could also view the portfolios of other teams in their class. The assignment required frequent collaboration and internet access as they looked for economic data trends that may or may not influence the value of their portfolio. During the month long assignment, we hosted two speakers who work in the field of investment and financial planning. This added to the authenticity of the overall product.
The use of digital tools was at the core of this assignment. Students accessed their stocks in real time with internet access. I familiarized them with certain investment/business websites like www.money.cnn.com. They learned about cloud computing and file sharing through the use of Google Docs. This technology allowed them to share their results with an outside audience - (parents, students participating in the game but in a different class, anyone etc.)
This assignment is highly engaging. I've tweaked year after year and will probably continue to do so. I offer the winning teams (highest ROI and most profit) a prize of some sort. Even though this prize is an external motivator the children seem to love this activity. This activity exposes the kids stock market, usually for the first time. During the process they witness how stock prices are related to ever changing political and macroeconomic conditions that shift on a moments' notice.
My artifact for this standard was the Engaged Learning Project for ITEC 7400. In this assignment, we were required to develop a unit of learning that modeled appropriate and innovative uses of technology to support Engaged Learning. Many core elements of this engaged learning project exhibit elements of authentic learning including higher-order thinking, student - student collaboration, student's role as active learner and creator of their own knowledge, and the teacher as facilitator.
My project was to be implemented in my 6th grade Social Studies class. It's called Investing in the Stock Market. Initially, my efforts with this assignment yeilded a level three on the LoTi scale. I redoubled my efforts, and with the help of my fellow students and professor, I was able to elevate the assignment to a LoTi level 4. In this assignment students learned standards based content through online resources. Participants are required to use technology to "collect data" (or use data that they research from online resources) in the effort to make choices about stock purchases with the intent to grow the value of their portfolio. As their results were recorded in a Google Doc, students could access their portfolio anywhere they had an internet connection. They could also view the portfolios of other teams in their class. The assignment required frequent collaboration and internet access as they looked for economic data trends that may or may not influence the value of their portfolio. During the month long assignment, we hosted two speakers who work in the field of investment and financial planning. This added to the authenticity of the overall product.
The use of digital tools was at the core of this assignment. Students accessed their stocks in real time with internet access. I familiarized them with certain investment/business websites like www.money.cnn.com. They learned about cloud computing and file sharing through the use of Google Docs. This technology allowed them to share their results with an outside audience - (parents, students participating in the game but in a different class, anyone etc.)
This assignment is highly engaging. I've tweaked year after year and will probably continue to do so. I offer the winning teams (highest ROI and most profit) a prize of some sort. Even though this prize is an external motivator the children seem to love this activity. This activity exposes the kids stock market, usually for the first time. During the process they witness how stock prices are related to ever changing political and macroeconomic conditions that shift on a moments' notice.