Rockman Et Al: Authentic Learning & Technology - The Diigo Meta page

• 17 Oct 09
  

  Vicky Saumell

  education technology authentic learning 21stcenturylearning

• 13 Oct 09
  

  Kestutis Jorudas

  learning

  • Authentic learning is an approach to teaching and learning that has students working on realistic problems
  • It rewards depth of knowledge rather than surface knowledge
  • 7 more annotations...
  • • students often start with an ill-structured problem to explore and seek one of many possible solutions.  But real-world problems rarely have obvious solutions and students don’t start out with all of the relevant information to solve them.
    • Students, too, can gather information outside the classroom to bring in for analysis.

    • In a project based on the “Pit and the Pendulum,” high school math students determine whether Poe’s story is mathematically sound.  They use graphing calculators and computers to create and experiment with model pendulums.  They conjecture, analyze data, study quadratic equations, explore curve fitting, and finally build a pendulum to test their theories.  

      
      

      The Jasper Woodbury videodisk series, produced by the Cognition and Technology Group at Vanderbilt University, provides kids with a “macrocontext” for solving authentic problems.  The focus of the series is mathematics, but the adventures of Jasper lead to many other areas such as ecology or history.  Each video tells a story 14 to 18 minutes long that ends with one of the characters posing a problem.  Students then have to consider subtasks and pose possible solutions.  In reality, and in the Jasper series, there are many possible solutions to these problems.

    • Science students learn more efficiently when they can watch the science event and its real-time graphic representation simultaneously.
    • Students work alone or collaboratively as active learners discussing ideas and progressing toward specific goals.  The student is both thinker and doer; the teacher acts as facilitator—and technology makes much of this possible.
    • guide them towards determining appropriate outcomes for each project
    • Have students work with raw data and primary sources along with manipulative, interactive, and physical materials.
• 

  David Carter

  A site that gives a good example of Authentic Learning

  technology education teaching practice pedagogy educational technology

• 12 Oct 09
  

  C Mac
  • In a project based on the “Pit and the Pendulum,” high school math students determine whether Poe’s story is mathematically sound.  They use graphing calculators and computers to create and experiment with model pendulums.  They conjecture, analyze data, study quadratic equations, explore curve fitting, and finally build a pendulum to test their theories.  
• 

  Nancy Blair

  Article about authentic learning w/examples.

  authentic learning examples

• 

  Vicki Davis

  Fascinating cross-curricular project from Jennifer Tan's diigo bookmarks (she joined the educators group tonight.) Mathematics students determine whether Poe's story is mathematically sound using graphing calculators and computers.

  education math literature bestpractices

• 04 Oct 09
  

  marisa z

  education authentic technology

• 03 Oct 09
  

  Jennifer Tan

  Ideas for A.L.

  • In a project based on the “Pit and the Pendulum,” high school math students determine whether Poe’s story is mathematically sound.  They use graphing calculators and computers to create and experiment with model pendulums.  They conjecture, analyze data, study quadratic equations, explore curve fitting, and finally build a pendulum to test their theories.  
  • A nearby river was the focus of an interdisciplinary, technology-based writing project for high school students.  They gathered information on the history of the river and its effects on the community by interviewing residents, taking samples of river water and vegetation, measuring the width and depth of the river at various points, and tracking air and water temperature.  Using computers, students charted and graphed results, developed a database that pointed to periodic changes in the river, and produced a final report for the community.
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  • • •  Once a task is chosen and students determine what resources they need, encourage contact with the larger community by letter, telephone, fax, and electronic communications such as on-line services and the Internet.  Technology-based research can be specialized, current, and enable students to obtain resources outside the school site. 

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