Deeper Learning and Technology Integration: Implications for Writing Assignments and Quality Student Work

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Deeper Learning and technology integration: Implications for writing assignments and quality student work

This study analyzes English Language Arts (ELA) assignments from the Deeper Learning Study, which occurred over a 5-year period prior to the pandemic. The goal of analysis was to identify aspects of high scoring ELA assignments to inform the work of ELA teachers challenged with teaching during the pandemic. Findings from the study indicate effective assignments are varied and situated within students’ lived worlds, define an authentic audience, and leverage digital technologies that offers opportunities for students to take ownership of assignment direction and knowledge construction. Based on the study findings we argue that rather than a complete re-envisioning of teaching, ELA teachers should leverage the principles of the Deeper Learning Framework and the affordances of virtual learning to provide effective assignments and learning opportunities for students.

Authors

• Lanette Jimerson, University of Houston

• Sarah Elizabeth Jerasa, University of Houston