EDUC 5313 Week 2

Week 2 Blog: Authentic Intellectual Work, National Education Technology Update,

and the Triple E Framework

Part 1:  Authentic Intellectual Work/Authentic Instruction & Assessment.  

    Authentic Intellectual Work (AIW) is defined as “construction of knowledge, through the use of disciplined inquiry to produce discourse, products or performance that have value beyond school” (Newman, 2007). AIW differs from traditional classwork because the work being completed by students is meaningful, relevant, and extends beyond the classroom, not just memorization and recall for a comprehensive exam.

    The three components of AIW are construction of knowledge, disciplined inquiry, and value beyond school. While all three of these components are vital to AIW, I believe the value beyond school is imperative. When students are invested in their learning, they are more engaged and their learning is authentic.

    Each state provides a set of learning standards students are expected to master each year. These standards are vertically aligned like building blocks. AIW provides learning opportunities for students to apply these standards to real life situations or solving actual, meaningful problems. “When students construct knowledge through disciplined inquiry, they must often consider alternative solutions, justify their conclusions with reasons and evidence, apply their knowledge to new contexts, develop deep understanding of topics, rather than only superficial awareness, and express themselves through elaborated communication (rather than in terse linguistic fragments)” (Newman, 2007). When new information is relevant and meaningful, students internalize it and remember it.

    Several studies have been conducted to determine the learning outcomes when AIW is used in classrooms. The studies have shown students from diverse backgrounds benefit from AIW (Newman, 2007). While students do not spend time memorizing exact vocabulary and formulas, they do apply the meaning and rationale to the work they are completing. Students learn the expected skills in relevant meaningful ways.

For example, if a student is learning about mixtures and solutions, they might make lunch to include an example of each. The student would make a chicken Caesar salad and homemade lemonade. Students could be grouped to compare lunches and evaluate if each lunch met the criteria. The student would be expected to write a reflection and justify that the lunch they brought qualifies as a mixture and a solution. In a traditional setting, a student might memorize facts then take a multiple choice test.

Part 2:  2017 National Education Technology Plan Update

We live in a technological world, and our students today are digital natives. As educators, we must design lessons that integrate technology in meaningful ways. My son, Nolan, loves working on the technical side of theatre. He was given the task of designing the set for an upcoming play. Instead of sitting down with paper and pencil, he pulled out his laptop and went to work. By using the appropriate software, he was able to design a set with ease. As he continues his studies in technical theatre, these skills will be valuable way beyond the classroom.

The National Education Technology Plan discusses five ways technology should be used to enhance learning.

1. Technology is not a “one size fits all” component to learning, it should be personal. Nolan was able to choose the software that met his needs when he was designing the set.

2. Technology should help students organize their learning when working on projects. Nolan struggles with prioritizing and organizing information. By using the design software, he was able to keep his ideas organized. He was also able to share his designs with his teacher and peers and received feedback as he was creating his design.

3. Technology should help students beyond the classroom. When designing for specific time periods, Nolan must be knowledgeable. By using technology, he can connect with a local library or museum to ensure his design choices are in line historically.

4. Technology should allow students to follow their interests. Because technology is personal, students can choose what tools they need to meet the demands of their projects. Nolan is able to master software and develop skills that will benefit him once he graduates and continues his study of technical theatre in college. These skills will eventually carry over into a possible career.

5.Technology should help all students be successful. Nolan has dysgraphia. Writing and drawing are not easy and his work looks messy and difficult to understand. If he did not have access to the proper design software, he might not have the opportunity in design due to the limitations of dysgraphia.

Because Nolan was able to practice set design through the use of proper technology and an AIW framework, he will remember the skills he used and learned which will benefit him through college and possibly into his career.

Part 3:  Triple E Framework

I believe Authentic Intellectual Work and engagement go hand in hand. When students have ownership and autonomy in their learning, they are completely engaged in their project. Students will internalize the skills they are expected to master and have a full understanding of what they are learning. Students are problem solving, asking and answering their own questions, and making new connections.

In the example above, Nolan was given the task of designing a set for an upcoming play. He was completely engaged in the assignment because he was using his “construction of knowledge, through the use of disciplined inquiry to produce a product that has value beyond school” (Newman, 2007). The technology was seamlessly integrated and he was successful with his work.

References:

Kolb, L. (2020). Learning first, technology second in practice. Portland, OR

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007).  Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. 

    State of Iowa Department of Education. Introduction, Chapters. 1 & 2 (30 pages).

    Link: https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view?usp=drivesdk

Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update.  Retrieved from http://tech.ed.gov.  Introduction and Section 1 (22 pages).