Module 3 Assessment Questions
| Videos | Strong Engaged Learning Indicators and Why | LoTi |
| Slam | Authentic Learning: It is apparent that learners expressed their individual experiences and emotions via poetry, making the activity important and impactful (George Lucas Educational Foundation, 2010). Learner Collaboration: The students worked together to establish and perform their poetry, promoting a common purpose. High Motivations and Participation: Learners participated extensively in feedback sessions with mentors and their fellows. | 3 Infusion |
Google Docs and Flipgrid are among the productivity tools that might promote the learning experience presented in the Slam documentary. However, Google Docs enables learners to write and edit poems, supporting continuous feedback and repetition of their work (Zou et al., 2022). Flipgrid allows learners to record and share poetry performances asynchronously, agitating for a vast audience and various feedback chances. As such, these tools would boost the learning experience by enhancing continuous collectiveness and necessitating greater expression and illumination, improving learner participation in learning.
Technology Integration Example 6.6, “Engaging Special Education Students in Math Concepts,” has several indicators of engaged learning and a high LoTi level. The project stresses authentic problem-solving by having learners evaluate actual information from their school’s fund drive (Hughes & Roblyer, 2022). This practice supports higher-order thinking since learners enter information into spreadsheets, come up with bar graphs, and explain the results. The application of technology like graphing software aids learners with autism and keeps them enfolded in concrete understanding, illuminating a LoTi Level 4 (Integration) where technology promotes the learning process. Besides, the project supports collaboration and discussion, promoting the social ideas of learning.
Augmented Reality Sculpture Park can be modified by including more indicators of engaged learning and attaining a great LoTi level through introducing disciplinary collectiveness and worldly awareness. For example, learners can work with peers from several places or institutions to establish augmented reality promotions of sculptures that illuminate different cultural ideologies (Hughes & Roblyer, 2022). This cooperation would improve the learning experience and promote worldly awareness and communication skills. Integrating reflection discussions would raise their understanding and participation. This adjustment would boost the project to a higher LoTi level, illuminating a more organized application of technology in an authentic setting.
After evaluating the indicators of engaged learning and assigning LoTi, I am confident. However, understanding the different indicators of engaged learning, like authentic learning, student collaboration, and actual problem-solving, has offered an apparent model for assessing learning activities (Hughes & Roblyer, 2022). Identifying how several levels of technology incorporation can reinforce these indicators has confirmed the procedure for assigning LoTi levels. My question is about how to frequently and effectively determine the result of these incorporated technologies on learner outcomes so that they can contribute impactfully to the learning experience.
References
George Lucas Educational Foundation. (2010). Grand Slam: Performance Poetry Engages Students. Www.youtube.com. https://www.youtube.com/watch?v=D8eym-7jeo0
Hughes & Roblyer, J. E. & M. D. (2022). Integrating Educational Technology into Teaching.
Zou, D., Xie, H., & Wang, F. L. (2022). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-022-09337-y