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Teaching Arabic with Technology Project-Based Learning

Authors:
Odeese Ghassa-Khalil

Keywords: Arabic; Learner-Driven, Collaboration; Student-Centered; Technology; Project-Based Learning; Instructor-Designed; Student-Driven

Abstract:
This paper seeks to demonstrate how Technology Project-Based Learning can be applied in the classroom to make learning more enjoyable, interdisciplinary, and applicable to real life. Being experienced in teaching Arabic in the traditional, hybrid, synchronous, and asynchronous online environment, the author shares her perspective on implementing a technology-infused, teacher-facilitated, and student-driven, project-based assessment challenge. She explains how this challenge allows for a higher level of creativity and can be applied to other subject areas. She defines Technology Project-Based Learning as a methodology that enriches the learning environment and complements academic instruction and curricular design. The author then summarizes how the Technology in Technology Project-Based Learning allows for a higher level of creativity in the classroom, in which students’ perspectives expand as they prepare to navigate an ever-changing technological world.

Pages: 26 to 29

Copyright: Copyright (c) IARIA, 2019

Publication date: February 24, 2019

Published in: conference

ISSN: 2308-4367

ISBN: 978-1-61208-689-7

Location: Athens, Greece

Dates: from February 24, 2019 to February 28, 2019