Abstract

 
 
 In data provided by Victor Fichera, Principal Investigator of Academy Assessment Protocol at Queensborough Community College, it is reported that students enrolled in courses in which reflection and metacognition are used in projects that engage active learners, students are retained at higher levels of passing grades. In these projects technology is used in collaboration with scaffolded tasks that result in the student production of a “web object,” in this case a digital story. It is our thesis that the use of technology in parallel relation to reflection amplifies and makes visible the metacognitive work.
 
 
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