Week 2 - Authentic Intellectual Work & National Education Technology Plan

 Part 1: Authentic Intellectual Work / Authentic Instruction & Assessment

1.      Newmann et al. (2007) suggest the nature of Authentic Intellectual Work (AIW) is comprised of the “construction of knowledge, through disciplined inquiry, to produce discourse, products and performances that have meaning beyond success in school” (p. 5). AIW differs from traditional instructions and assessments due to the differences each framework focuses on. For example, AIW strives for an in-depth understanding of course material while utilizing original applicable knowledge (Newmann et al., 2007). This may seem like a subtle difference. However, traditional forms of instruction and assessments rely on routine processes and the superficial use of facts. AIW is also known to expand collaborative efforts and make learning desirable.

 

2.      Components of AIW are construction of knowledge, disciplined inquiry, and value beyond school. However, disciplined inquiry encompasses three sub-components: prior knowledge base, in-depth understanding and elaborated communication (Newmann et al., 2007). Research suggests that students who participated in AIW based curriculum vastly improved their in-depth understand of course content. In 1997, the Chicago 12-School Study found that students who received High Authentic Quality Assignments score 36 – 50% higher than students who received Low Authentic Quality Assignments (Newmann et al., 2007). This case study indicates that an in-depth understanding of new knowledge, and the ability to apply prior knowledge to new ideas, increases the likelihood of the student excelling outside of a school environment and enhances critical thinking skills.

 

3.      An example of authentic intellectual work in a specific discipline is drafting pleadings for a court case. As a paralegal, I rely on legal statues (extensive and objective factual knowledge) in order to ensure my arguments, have merit and are within the scope of the case at-hand. However, I must also engage in critical thinking and utilize prior knowledge in order to ensure my arguments are as applicable as they are compelling. This also requires interpreting and analyzing case law.

Part 2: 2017 National Education Technology Plan Update

            The National Education Technology Plan (NEPT) believes that the learning focus ought to shift from the status quo to a more authentic learning experience. NEPT highlights that there should be more agency in learning in order to establish foundations of collaboration, decision-making skills, critical thinking, and intrapersonal development (Office of Educational Technology, 2017). Learning in the 21^st century should be more innovative than it currently is. Blended learning has only become more apparent post March of 2020 due to the emergence of Covid-19. However, as technology continues to evolve, shouldn’t curriculum and educational platforms?

            Components of AIW and NEPT can successfully be integrated in order to create innovative and robust learning activities. For example, technology inevitably evolves continuously. Utilizing various forms of technology was not a necessary skill one had to possess 50 years ago in order to be hired for a competitive position. Utilizing both AIW and NEPT ensures that technological elements of NEPT are met, as well as components of AIW due to the emphasis placed on value outside of school. Integrating more technology into learning activities prepares students for life after school, ensuring the success in an innovative society.

            An example of an activity that utilizes AIW and NEPT is instructing students to pick a public figure, either from the past or present, and create a semi-biographical presentation by utilizing district-approved software and/or platforms (video, PowerPoint, Prezi, Canva, etc.). The emphasis on a semi-autobiography hones the focus on prior knowledge and critical thinking, which are core components of AIW. The focus on a multimedia presentation meets the technological components of NEPT. This activity is also creative in nature, which meets various themes established in both AIW and NEPT.

Part 3: Triple E Framework

            The example given above supports Engagement and Enhancement of Kolb’s framework. Engagement is met by students being more motivated to complete the assignment due to the creative nature of the assignment and the motivating aspects that the technology components provide (Kolb, 2020). The learning activity also enhances any prior knowledge of public figures and necessary technological skills to complete the requirement.

References:

Kolb, L. (2020). Learning first, technology second in practice. Portland, OR: ISTE. Chapters 2-4.

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.

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