Often teachers want to engage students with the learning content using modern technologies, such as augmented or virtual reality. However, these tools can be expensive and not readily available in many schools. Based on the curriculum design of Digital Civic Learning (DCL) project, this article introduced a more affordable alternative using everyday classroom technology, such as Google Slides and Flip . We focused on creating a psychologically immersive experience for students to engage in learning through active participation in technology-mediated storytelling, where students become active participants with the learning content.
This article presented the design process of a 10-day unit on Native American history in elementary classrooms. We also explored how pedagogical and technological strengths and constraints influenced the design process. By leveraging Google Slides, we aimed to make immersive storytelling accessible to a broader range of educational settings.
This study is but a first step in creating an immersive learning experience through active participation in technology-mediated storytelling, enabling students to explore their roles as citizens, build emotional connections to the problems they are studying, and search for solutions together. Moreover, this study also introduces new pathways for implementing immersive learning and participatory educational practices merged with highly accessible and easily navigable technology, making engaging learning experiences available to all students, regardless of resource constraints. Additionally, interview data showed that DCL curriculum allows continuous engagement and maintains students’ interest over time.
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