Caitlin Maynard

ITEC 7500
Reflection – Standard 2.3

2.3 Authentic Learning - model and facilitate the use of digital tools and resources to engage students in
authentic learning experiences.
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In ITEC 7400, 21st Century Teaching and Learning, our main goal was to create an in-depth project
that was full of student engagement. One of the indicators of engaged learning is whether or not the work
is authentic or meaningful. Within this indicator are seven required elements, which include students
participating in real-life scenarios, use technologies that adults/professionals use in their daily life/work,
and to produce products for audiences that promote positive effect, opportunity, or change (Jones, Valdez,
Nowakowski, & Rasmussen, 1995 as cited in Williamson [Kennesaw State University], 2013). The
“Around the World in 30 Minutes” project that I developed for this course met those requirements. While
planning the project, I wanted to make sure that the students felt the work was meaningful and they got
more out of the experience instead of just learning a new piece of music for the concert.

The “Around the World in 30 Minutes” project allowed me to model and facilitate the use of digital
tools and resources to engage students in an authentic learning experience. First, I researched
www.epals.com to see if it would meet the needs for this project and be an appropriate outlet for student
communication. While implementing the project, I would show the students how to log on to the website
and communicate with the class and students I had previously selected. On days when the classes were
scheduled to be in the computer lab or use Chromebooks in the classroom, I would facilitate technology
use, watching for appropriate use and digital citizenship and assisting in using Google Slides and finding
content to present. As methods of formative assessment, I would also use Fliprgrid and Google Forms to
monitor student progress. I always demonstrate the recording process on Flipgrid so that students are not
confused on how to submit their video, as well as how to complete a Google Form.

This artifact is ripe in authenticity as it represented something meaningful to the students, as well as
putting them in a position similar to professionals. The basic task was to learn a new song in a different
language for the chorus concert, but the methods in reaching that task are what pushed it to the next level.
First, the students would communicate with an electronic pen pal from another country to learn exactly
how to say words and phrases in their language, what the songs means to their culture, and additional
facts that would help bring meaning and emotion to the performance. Second, as we would learn sections
of the song, the students would record their progress, rate their growth over time, and set goals for
improvement. Finally, as an added bonus to the concert, students would present what they learned about
the other country and culture through a digital gallery available for the public to view. Combining the
elements makes the concert a bigger event, filled with more emotion, understanding, and meaning.

While creating this artifact, I learned to think outside my choral box and try traditional strategies
typically suited for other content areas. In this case, the act of writing and communicating with others is
usually seen in English/Language Arts classes and research projects for other cultures and countries are
staples of the Social Studies class. I learned that adding cross-curricular information or activities does not
take away from the main content; instead, it enhances the overall experience for the students and proves
that music is multi-curricular. To improve the quality of the project, I would add video conferencing as
an extra element of communication. It is one thing to see a pronunciation guide spelled out on paper or to
watch a video recording of how to say the new words; those are excellent resources to keep on hand to
reference later on in the process. However, something that would be more meaningful and to truly help
develop the relationships between both sets of students is video conferencing and live conversations.
 The work that went into creating this project impacted student learning by enhancing the entire
concert preparation experience. Many times, the daily routine of vocal warmups and concert rehearsal
can be very monotonous and boring. This “Around the World in 30 Minutes” project elevated the day-to-
day tasks by adding the communication and language learning sessions with the electronic pen pals.
Additionally, students were to create items to showcase their countries and cultures they learned about in
a digital gallery presentation connected to the concert, which again creates a more meaningful element.
The impact of this artifact can be assessed through formative checks throughout the project, which
include Flipgrid responses, class polls, and partner checks. Feedback from the electronic pen pals and
corresponding teacher will be collected as well for continued relationships. Also, students will have to
write feedback for the digital gallery projects for themselves and their peers using a teacher-created
rubric.
 References

Williamson, J. (2013). Indicators of instruction for engagement, empowerment, and deep understanding,
retention, and transfer of knowledge.