scholarly journals Integrating digital technology with inquiry based learning

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Rachel Cool
Keyword(s):  
Student Learning ◽  
Digital Technology ◽  
Teacher Candidates ◽  
Learning Experience ◽  
Authentic Learning ◽  
Technology In The Classroom ◽  
New Approach ◽  
Inquiry Based Learning ◽  
Fellow Teacher ◽  
Authentic Learning Experiences

The overall topic for this research manuscript aims to understand how to best incorporate the use of digital technology into inquiry projects with the goal to create more authentic learning experiences for students. Moreover, what types of digital technology are available in order to support and enhance student learning and understanding and how can we best prepare teachers in order for them to feel comfortable using these forms of technology in the classroom. In order to answer this complex question, I surveyed my fellow teacher candidates using Google forms in order to better understand their experiences with digital technology and inquiry based learning. I also looked to two practicing teachers in very different schools and was curious as to what their experiences have been with the success of digital technology and inquiry. This research is very valuable because the amount of digital technology that is rapidly increasing and the paradigm of education is also shifting too. Learning is becoming much more learner centered than teacher centered as a result of inquiry based learning. Therefore, pairing the these two together, I believe can provide a much more rich, engaging and authentic learning experience if done properly. However, my research did indicate inquiry based learning is still a fairly new approach and teachers and pre-service teachers are learning themselves how to implicate this practice with their own teaching philosophy and practice. I also found that digital technology can enhance can significantly student learning and growth yet it can also act as a divider among students and different schools.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2018 ◽  
pp. 1419-1441
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

Multiliteracies Pedagogy

2014 ◽  
pp. 1005-1013
Author(s):  
Ramonia R. Rochester
Keyword(s):  
Literacy Development ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Technology In The Classroom ◽  
Social Construct ◽  
New Literacy ◽  
Information Communications Technology ◽  
Use Of Technology ◽  
The Media ◽  
Authentic Learning Experiences

The converging global environment has given rise to a social-constructivist approach to new literacy pedagogical and learning practices. Emergent digital and social spaces have created new literacy or multiliteracies. Support for multiliteracies is an inherently social construct which encapsulates human capital and Information Communications Technology (ICT), including technical and administrative infrastructure, policy and school culture, and teacher training and collaborative support. Several variables intervene in the pedagogical landscape in support of new literacy development in adolescent learners. Students become both producers and transmitters of multiliteracies through transformed practice and by forming social and professional identities, facilitated through authentic learning experiences. ICT is both a literacy as well as the media which support 21st century new literacy development. As socio-economic factors determine the availability and use of technology in the classroom, the hegemonic use of print and the inability to access “digital geographies” creates a digital divide. As literacy pedagogy continues to unfold, creative instruction must be employed in ensuring the development of multiliteracies through providing scaffolding, critical framing, and authentic learning experiences for students and teachers alike. This is explored in this chapter.

scholarly journals Authentic learning with technology for professional development in vaccine management

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Hanna Teräs ◽  
Ümit Kartoğlu
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Professional Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
Careful Consideration ◽  
Cognitive Tools ◽  
E Learning ◽  
Pilot Implementation ◽  
Authentic Learning Experiences

Online professional development (OPD) is gaining increasing popularity. However, online learning environments are not always considered effective venues for supporting authentic learning experiences, and the suitability of OPD for practical learning has not been widely explored. This case study paper presents findings of a pilot implementation of an OPD program in vaccine management designed according to the pedagogical principles of authentic learning, using a range of educational technologies as cognitive tools. The study examines how the authentic learning design and the technologies used affect the participants’ learning experience, experience of authenticity and the perceived impact of the course on professional learning. Data was collected through observations, an online post-course survey and interviews with the participants. A thematic content analysis was conducted. The findings suggest the pedagogical framework of authentic e-learning provides useful guidelines for the design of fully online, yet active and practice-driven, professional development that is also perceived as authentic by the participants. Using online education technologies as cognitive tools can support the creation of an authentic learning environment where practical, transferable professional skills can be acquired. Achieving this requires careful consideration of accessibility and usability issues and ensuring that the technologies used serve an authentic purpose.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2016 ◽  
pp. 1641-1663
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2016 ◽  
pp. 930-952
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2016 ◽  
pp. 237-259
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2017 ◽  
pp. 782-804
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

scholarly journals Assessing the Authenticity of the Student Learning Experience

2019 ◽  
Vol 1 (1) ◽  
pp. 449-458
Author(s):  
Katherine Mary Bissett-Johnson ◽  
David F Radcliffe
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Research Question ◽  
Real Life ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Socially Responsible ◽  
Global Projects ◽  
Authentic Learning Experiences ◽  
Socially Responsible Design

AbstractAuthentic learning is an approach to teaching where the learning is embedded in a real world context, in real situations or simulations, and offers students opportunities for problem solving challenges much like they will encounter in real life. This paper discusses and reflects upon the development a course designed to teach Socially Responsible Design approaches, methods and tools to Product Design Engineering students using global projects. Our research question was to investigate if this Socially Responsible Design course, it's structure, delivery, learning activities and assessments combined to deliver an authentic learning experience. Through informal interviews with staff, review of student reflections, review of university student feedback comments and consideration of final outcomes, all within the framework of Herrington and Oliver's nine elements of authentic learning, we found that this course did provide an authentic learning experience for many reasons. This study offers academics a frame work for reviewing existing and future courses with a view to creating or enhancing authentic learning experiences using project based learning

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

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