Share Paper: Lessons from Museum Learning: Adding Relevancy in a Technology Integration Curriculum
Abstract: Creating a meaningful technology integration assignment for college students with disproportionate levels of mastery bears its own challenge, as does the diversity of academic disciplines represented among the learners in the classroom. The instructional design of a technology use class is always a dance between teaching skills and teaching practice. To keep students from completing integration assignments as skill sets without purpose can require a varied approach. One approach is to borrow experience from museum learning. This paper describes a variety of circumstances and practices identified in museum learning, and ties them to learning opportunities in a technology integration curriculum.