2.3 Authentic Learning

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
The Engaged Learning Project was completed in the ITEC 7400 21st Century Teaching and
Learning course. This artifact was an exploration of third grade English Language Arts and
Science standards and was designed to meet high Levels of Teaching Innovation (LoTi) levels. It
was designed for students to creatively show mastery of being able to compare and contrast
Georgia’s natural habitats through writing an opinion piece. Components of this artifact
established context of the learner, how the project would be completed, standards addressed,
timeframe for completion, objectives, assessments, and final products. This project was
completed independently with support from third grade teachers on appropriately integrating
subjects.
This artifact included science and ELA standards from the Georgia Standards of Excellence and
International Society of Technology in Education (ISTE) student standards for Empowered
Learners, Creative Communicators, and Global Collaborators. Each standard was selected for its
relevance and ability to increase the rigor and LoTi levels within this project. Creating the
“Georgia on my Mind” Engaged Learning Project required merging a variety of facets that
extended beyond the walls of a typical classroom. In order to ensure that students were able to
experience authentic learning, it was necessary to incorporate the Georgia Wildlife Federation
(GWF). Outside of having students digest content traditionally and digitally, connecting them
with GWF provided a platform for them to speak with experts on their science standards used
within this project. As an instructional technology coach, I was unable to execute this artifact
with my own students. However, the structure of the project acted as a framework for other
teachers to be able to model and facilitate the use of engaging digital resources through its
inclusion of an introduction (Hook), the time frame, options for final student products,
instructional structures/directives, and a plethora of digital resources/assessment tools to use. It
was expected that students acquired foundational knowledge through teacher-led instruction. To
support the standard, students received content and assessments through various interactive
digital tools such as: NearPod, Kahoot!, EdPuzzle, and Quizlet. The final product included
students developing a written opinion piece and a digital presentation that would be shared with
the Georgia Wildlife Federation to be featured on their website. As mentioned, connecting
students with the Georgia Wildlife Federation created an authentic learning experience for
third grade students because it brought purpose to their final projects and they were able to
connect with experts to support them with information and responses to potential
questions/misconceptions.
As noted, I support teachers as their instructional technology coach. Although I provide coaching
guidance that may involve developing resources and tools for teachers, I do not develop lesson
plans. The Engaged Learning Project was an opportunity for me to revisit the intricacies and
details that are part of a well thought out plan that is rigorous and highly-engaging. As with this
artifact, lessons must consider the students, standards, timeframe, end products, and various
digital/non-digital tools that would be needed to support its execution. This project also
exemplified the importance of developing cross-curricular instructional plans that incorporate
multiple subjects and skills. Although this particular artifact was not implemented, it is rigorous
and maintains high LoTi levels. If there were one aspect of this project that I would like to alter,
it would be fully implementing this with a third grade team/classroom and receiving input from
both the teachers and students to make adjustments that fit their needs.
Although third grade teachers were consulted for details and standards in creating this project, it
was not directly implemented by them. If this artifact were to be implemented students and
teachers would be provided with a rigorous and engaging experience that would aid them in
effectively and meaningfully utilizing the instructional technology tools that are currently at their
disposal. Teachers would also be exposed to different strategies and ideas that could be
incorporated into other lessons/activities. Although teachers and students did not experience this
artifact, my abilities ,as their instructional technology coach, were enhanced in that I was able to
support them with improving their lesson plans and resources through the knowledge I gained
from developing the Engaged Learning Project.

2.3 Authentic Learning

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ARTIFACT: Engaged Learning Project

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