Week 4 Article Reflections (February 5th)
Hello everyone! I hope you all are staying healthy during this busy sick season 😷 My school district announced today that we will have virtual learning tomorrow and Monday because of attendance issues thanks to the flu. I am lucky enough to not have gotten it, but feel for anyone that has! Anyways, below you will find my thoughts on this week's topic!
Article 1: Authentic Learning, Creativity and Collaborative Digital Storytelling: Lessons from a Large-Scale Case-Study
When students engage in digital storytelling, true engagement and learning can happen. They move beyond passive learning, becoming creators, collaborators, and critical thinkers. In article 2, Di Blas (2022) examines how this process fosters authentic learning, highlighting its immense potential and implementation challenges. One of the most compelling aspects of the study is how digital storytelling allows students to engage with content in meaningful, real-world ways. Instead of memorizing facts or responding to standardized prompts, they create narratives that require them to showcase their learning, think critically, and present their ideas creatively. Students take ownership of their learning by using multimedia elements like images, video, and sound, transforming basic concepts into personal, engaging projects. Collaboration also plays a big role. Storytelling isn’t just about individual creativity. It’s also about writing a narrative, revising ideas, and building something together. In classrooms, students must communicate effectively, negotiate, and problem-solve in real time. These are skills that I am always striving to teach my students because they are just as essential in professional environments and society as they are in school. I appreciate that the study acknowledges challenges. Teachers need training, schools need resources, and project-based learning requires time. However, I believe that allowing students to show their learning in different ways is essential. Think of a history class where students create digital documentaries instead of writing essays or a science lesson where they can show electrical circuits before writing a written argument (what we are working on now!). Di Blas’s work reinforces what we already know to be true. When students become storytellers, they don’t just learn the material but instead make it their own. As a current 4th grade teacher, all my mind allows me to think about is the challenges that would arise if I tried to implement a project using this approach, but nevertheless, I would love to try!
Article 2: Open-Ended Tasks Promote Creativity in Minecraft
There’s something special about watching students light up with ideas when they’re given the freedom to create, especially in today's world where the curriculum is so scripted. As the leader of my school’s Minecraft Club, I’ve seen firsthand how students in grades 2-5 use Minecraft Education to problem-solve, collaborate, and innovate. While I appreciate the platform's pre-created challenges (pre-created worlds to explore), I’ve also witnessed how open-ended tasks push creativity to a whole new level. Fan et al. (2022) explore this concept in Open-Ended Tasks Promote Creativity in Minecraft, showing how letting students take control of their learning within digital environments leads to more innovative thinking. This also connects to the first article I explored this week. In their study, students who were given open-ended tasks in Minecraft demonstrated higher levels of creative problem-solving, experimenting with design, engineering, and storytelling in ways that went beyond simple task completion. Instead of simply following instructions, they built worlds showcasing their imagination, testing new ideas, and adjusting them based on trial and error. I see this in my own students when they can move away from the pre-determined challenges and into self-guided exploration. When given the freedom to create, they build elaborate cities, engineer roller coasters, and even a whole Buc-ees store! While structure has its place, this study confirms something I’ve come to believe. The best learning happens when students have space to explore. With Minecraft Education, balancing guided learning and open creativity can transform how students engage with problem-solving, which is so vital for their success.
Article 3: Creative Situated Augmented Reality Learning for Astronomy Curricula
Technology has always had the potential to transform learning, but some innovations still feel a little out of reach for me. Augmented reality (AR) is one of those technologies I’ve heard about but haven’t had the chance to explore in my own classroom. Reading Creative Situated Augmented Reality Learning for Astronomy Curricula by Chen et al. (2022) made me wonder how AR could enhance student learning in ways that traditional instruction cannot. The study explores how AR can create immersive learning experiences, particularly in astronomy education. Rather than relying on textbooks or static images, students using AR can interact with 3D models of planets, stars, and galaxies in real time. This approach allows learners to engage in “situated learning,” where they explore complex concepts more tangibly. The research suggests that when students interact with virtual celestial bodies as if they were physically present, their understanding deepens, and their creativity in problem-solving increases. While this all sounds exciting, I wonder what implementation looks like in a classroom. Would it require expensive equipment, or are there accessible tools that teachers can easily integrate into their lessons? Could AR be used beyond science to support subjects like history or math? More importantly, would younger students like my fourth graders or the Minecraft Club students in grades 2-5 that I mentioned above benefit from this technology in meaningful ways? This study leaves me intrigued but also full of questions. As more classrooms embrace immersive learning, I’m curious to see how AR could fit into everyday teaching, making abstract concepts more engaging and interactive. Maybe it’s time to start exploring. Do you use AR in your classroom? If so, I'm curious to hear about your experience!
References:
Your reflections on digital storytelling, open-ended tasks, and augmented reality (AR) highlight the importance of fostering authentic, student-centered learning experiences. Across all three articles, a common thread emerges—when students take ownership of their learning through creation, exploration, and interaction, engagement and deeper understanding naturally follow. Digital storytelling transforms students from passive learners into active creators, allowing them to apply knowledge in meaningful ways rather than just memorizing information. Similarly, open-ended tasks, such as those in Minecraft, provide a balance between structure and creative autonomy, enabling students to experiment, problem-solve, and iterate. AR offers another exciting opportunity for situated learning, where abstract concepts become more tangible through interactive, immersive experiences.
ReplyDeleteHowever, as you noted, each of these innovative approaches presents challenges, particularly in terms of implementation, resource availability, and assessment. The integration of formative assessment could be a key solution—offering students feedback throughout the learning process rather than just evaluating final products. Peer and self-assessments, structured reflections, and guided check-ins could enhance engagement while ensuring accountability. Additionally, balancing creative freedom with structured learning goals remains a critical consideration in designing these experiences.
A key question remains: How can formative assessment be effectively designed to measure creativity and problem-solving in these learning environments? Additionally, how can emerging technologies like AR be made more accessible and integrated seamlessly into everyday classrooms without overwhelming teachers and students? Your reflections show a strong commitment to rethinking traditional education—I'm excited to hear more about your experiences as you continue exploring these strategies!
Emilee, I have had the some of the same questions about AR, and VR, as it relates to implementation of these technologies in the classroom. I have seen, and read, about what they can do to help engage learners, both K-12 and adult learners, but wonder about the cost and implementation. I am coming from a professional development for nonprofits perspective, where AR or VR could be used to help practice soft skills and other techniques. However, the skills and techniques can also be practiced without the technology. I cannot recall the exact reading from last semester, but there was something about how with educational technology, designers and educators may need to weigh the cost, time, and effort in a new technology compared to another strategy that may be cheaper, less effort, and less time but can accomplish the same goal. As teachers, and a designer in my case, I think one challenge we have is to determine which technology is worth the investment, is here to stay, and add value to the learning that may not be there already.
ReplyDeleteYour example about Astronomy is a strong example where I think there is a good case for using AR. I know when I was a kid, we went into a blow up tent at school to look at the stars, doing this with AR may have been more impactful. Or the astronomy class I took in college, lots of images, imagine if we could have used AR to see what was being discussed. The impact of that would have been great for me.
All to say that I think it is important for educators to think about what new technology brings to the classroom, and what is the cost, time, and effort needed to make that happen. There has to be a balance, and everything may not be worth it.
Emilee, I want to start by saying that I can just tell that you're a wonderful teacher from this: "As a current 4th grade teacher, all my mind allows me to think about is the challenges that would arise if I tried to implement a project using this approach, but nevertheless, I would love to try!" The fact that you can acknowledge that implementing digital story telling into your own room wouldn't come without it's own challenges, and also stay optimistic about trying, is an important attitude to have in the classroom, and I admire that!
ReplyDeleteI taught 7th grade ELA, and you really do get so excited and charged up about new ideas that could make learning more engaging and effective for your kids. I just read a lot about AR (I accidentally switched weeks 4/5 readings), and I am wondering about kids using that as a digital storytelling tool, allowing students to immerse their classmates in their little virtual world. Technology has almost an overwhelming amount of ways we can engage learners, but it's hard to pinpoint the most effective tools for the goals at hand.
Your feedback from the AR article included a question I've also been thinking about - "Would it require expensive equipment, or are there accessible tools that teachers can easily integrate into their lessons?" One of the major implications of these massive technological initiatives is how will we make this something that all students have access to? I can't even imagine a district ever having the funds to provide a classroom full of VR goggles to actually experience AR together. I think we will see a lot of teacher's trying to raise funding for these things on their own, at least until these tools are more financially accessible.
Great thoughts this week, thank you for sharing!
I like your sharing about your firsthand experience leading a Minecraft Club which adds a valuable perspective to the discussion. I appreciate how you connected the study’s findings to your own observations, reinforcing the impact of open-ended tasks on creativity. How educators can effectively balance structure and freedom in Minecraft-based learning might be considered for us. :)
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