Learning First, Technology Second by Liz Kolb

Author:Liz Kolb [Kolb, Liz]
Language: eng
Format: epub
Publisher: International Society for Technology in Education
Published: 2017-04-15T00:00:00+00:00

Figure 8.3 Students using the Moon Globe app to explore the surface and shadows. They were very intrigued with the “dark side” of the moon!

During reading and writing time, the students learned about the different elements of informational text (as well as other genres) and how to write an informational text. Students presented their model of the playground in small groups, along with their informational text on the sun, moon, and stars. They also presented their model at a public expo at the school.

Table 8.2 addresses how the project incorporates the Triple E Framework components of engagement, enhancement, and extension.

Table 8.2 Case Study 2: Alignment with the Triple E Framework

Engage Co-engagement occurred in many ways through the technology tools. Since they cannot take a trip to the stars or moon, the students benefitted from being able to explore faraway places right on their iPad. These types of tasks are very cooperative and collaborative—they are sharing what they see, asking questions, and presenting new knowledge gained to their peers.

Seesaw journaling gave students an opportunity to co-construct design ideas and data as well as share with others to receive constructive feedback while probing and reflecting.

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