EDUC 5313: Blog Week #2 (Intro Learning Technologies)

Part 1:  

"Since the 1980s the comprehensive high school has been aptly described as a 'shopping mall' of fragmented learning opportunities of wide-ranging quality that fails serve many students (Newmann et al., 2007, p. 11). The nature of Authentic Intellectual Work (AIW) is stated in the title itself; to build a culture and foundation of genuine, meaningful, authentic and intellectual work that leaves a last impact on how teachers teach and how students learn. 

There has not been many or any radical changes to the structure that the U.S. has on the educational system (due to politics, economics, etc) so creating a system that can be integrated into any school regardless of location or socioeconomic status, can still find success with AIW. "Rather than training teachers to use the framework and then evaluating their success, we used the framework as a research tool to measure the quality of education provided in many schools, regardless of the specific approaches to curriculum and instruction the schools had adopted"(Newmann et al., 2007, p. viiii). 

I appreciate, as a teacher myself, how AIW is not only student focused, but also educator focused. "Promoting authentic intellectual work should not be seen as a project that adds yet a new or different educational goal. Instead, authentic intellectual work provides a framework for teaching and assessing any goal that relies on knowledge from an academic or applied discipline" (Newmann et al., 2007, p. 11). It takes into consideration the multitude of other priorities and responsibilities educators have, but calms the fears of having yet another framework or standard that they will be evaluated on. It is giving very much "practice what you preach" and if AIW is pushing for real, connective learning from students to better retain knowledge, then the same should go for teachers utilizing it. 

Traditional approaches we have seen across the nation is schools that simply train students to memorize and regurgitate information which eventually gets recycled afterwards. However, Authentic Intellectual Work encourages the opposite where students are interweaving constructed and obtained knowledge, using that knowledge to ask disciplined, focused, and intentional questions, and also seeing how this foundational knowledge and understanding can be beneficial to them once they leave school daily or post graduation. 

Unlike standard approaches to learning and teaching, if we can radicalize our methods then the learning will become more natural and fitting for each students individualized life which creates more impact, thus more authentic, intellectual work (also seen in Triple E). "More specifically, authentic intellectual work involves original application of knowledge and skills, rather than just routine use of facts and procedures. It also entails careful study of the details of a particular problem and results in a product or presentation that has meaning beyond success in school" (Newmann et al., 2007, p. 3).

"We summarize these distinctive characteristics of authentic intellectual work as construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances that have value beyond school" (Newmann et al., 2007, p. 3).

Taken from the text, the main three components of Authentic Intellectual Work are:

1. Construction of Knowledge: "...organizing, interpreting, evaluating, or synthesizing prior knowledge to solve new problems" (Newmann et al., 2007, p. 4). In order to master this, students must go beyond basic thinking skills, and have more intentional and integrated challenges to face to build the tolerance and understanding of how to construct knowledge. 

2. Disciplined Inquiry: Must go hand in hand with construction of knowledge in order for their to be authentic building and learning occurring "(1) use a prior knowledge base; (2) strive for in-depth understanding rather than superficial awareness; and (3) develop and express their ideas and findings through elaborated communication"(Newmann et al., 2007, p. 4).

3. Value Beyond School: If/when students take ownership of their learning and see how they can full integrate the knowledge obtained into their own lives, rather than hyper focusing on what the teaching is requesting (through memorization, formative, summative assessments, etc), then AIW has be achieved. 

"The three criteria—construction of knowledge, through disciplined inquiry, to produce discourse, products, and performances that have meaning beyond success in school—provide a foundation of standards for the more complex intellectual work necessary for success in contemporary society" (Newmann et al., 2007, p. 4). 

If we expect our students to be proper, functioning, and contributing members to society, we must radicalize what we are doing in the classroom to push real, authentic learning. I don't believe it HAS to be AIW, but if as an educator/campus we don't feel students are deeply and connectively learning (even more so in a post peak Covid-19 world), then we have to make a change. 

A specific example of AIW that I can connect to my content area is one that is actually occurring/overlapping with my EDUC 5333 course of Digital Storytelling. Without realizing it, my proposed project of a self portrait that tells a digital narrative in three different images, ties directly into AIW learning. Students must have a competency in the photography process and elements in order to master this project and the objectives that follow it. With the proper construction of knowledge and disciplined inquiries, they can confidently see the rationale behind the assignment and what tools they have or lack prior to accomplishing it. During and post project, students should be able to see the benefits and values (either mental, educational, or even emotional) in producing a memory based portrait project that tells a digital narrative is only three frames. 

Part 2:  

The opportunities I see in the first section “Learning:  Engaging and Empowering Learning Through Technology” of NETP to connect technology integration practices with the components of authenticity of Construction of Knowledge, Disciplined Inquiry, and Value Beyond School is through student understanding and realization of their [lack of] privilege when it comes to the digital divide and having direct access to tech and internet.

"Traditionally, the digital divide in education referred to schools and communities in which access to devices and Internet connectivity were either unavailable or unaffordable...However, we have to be cognizant of a new digital divide—the disparity between students who use technology to create, design, build, explore, and collaborate and those who simply use technology to consume media passively" (Office of Educational Technology, 2017, p. 20).

Many students may play a more passive role (social media, games, worksheets, etc) when it comes to how they utilize daily technology, taking a more upfront and active role as suggested in NEPT plan, can be easily integrated in Construction of Knowledge, Disciplined Inquiry, and Value Beyond School from AIW. An example how how this can align with the technology plan that aligns to AIW is with students becoming more aware of these gaps/the digital divide. They can then unpack the inequities that their community may have, continue to dig, ask questions, and research to gain more structured understanding and knowledge on the topic. Finally, see how this information can make them more active citizens when it comes to state or federal level laws that may continue to widen the digital divide. 

"To remain globally competitive and develop engaged citizens, our schools should weave 21st century competencies and expertise throughout the learning experience. These include the development of critical thinking, complex problem solving, collaboration, and adding multimedia communication into the teaching of traditional academic subjects. In addition, learners should have the opportunity to develop a sense of agency in their learning and the belief that they are capable of succeeding in school" (Office of Educational Technology, 2017, p. 10).

This here proves that there is, in its own way, an overlap of goals and objectives from AIW and the NEPT plan. 

Part 3: Triple E Framework 

The AIW framework connects to all three areas of Kolb's Triple E framework: Engagement, Enhancement, and Extension. The one I would like to deep dive into is my personal favorite of the three E's; Extend. The very few moments when I felt my teachers in all of my educational career were extending the learning (either intentionally or not from Kolb) is when I felt I learned the most. The idea that learning should not solely be for the classroom, but extend outside the campus and be integrated and woven in the scholars daily lives and interactions. 

We all come from different backgrounds and understandings, so doing this intentional extension of leaving could not only make the learning more connected and enjoyable, but the amount of diversity and colorful results received would add to the benefit of diverse, authentic, and extended learning. Value beyond the School and Extension are closely related and I find it encouraging that multiple standards and frameworks are consistently applying their own version to this concepts; which I take it as a sign of how impactful it must be throughout the school systems who implement it. 

My example of student developing the awareness for the digital divide supports each of the three E's, but I would like to continue discussing Extension. With unpacking the digital divide and finding root cause and effects, students are extending their learning (almost naturally and organically) by being informed, educating others, and taking action to close these gaps. Students who are affected and even those who are not affected, can make a difference if they feel strongly, deeply, and impacted during their learning process of these inequities. Technology in our society today should be a right, not a privilege. Yet, there are those who continue to fight that claim and make it more difficult for there to be full and equitable access across the U.S and even the world. Inspiring and motivating students through the use of AIW, Triple E, ISTE, and other standards and frameworks, can make impactful learning which turns out impactful changes in our community. 

 Kolb, L. (2020). Learning first, technology second in practice. International Society for Technology in Education.

Newmann, F. M., M Bruce King, Carmichael, D. L., & Iowa. Department Of Education (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Prepared For The Iowa Department Of Education.

Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. Retrieved from http://tech.ed.go