Authentic Intellectual Work that Meets the Expectations for the 2017 NETP and Triple E Framework

Authentic Intellectual Work/Authentic Instruction and Assessment

The nature of Authentic Intellectual Work (AIW) is mirroring the work that is being done by professionals in their respective fields and applying skills in the classroom to solve meaningful problems or answer interesting challenging questions (Newmann et al., 2007). According to Newman et al. (2007) the framework for AIW includes increased intellectual rigor for students, increased student interest in academic work, supporting teachers taking time to teach in-depth understanding as opposed to superficial coverage of content, provide commonality amongst professionals of students’ intellectual work that is interdisciplinary, and equip students with the skills to solve complex intellectual challenges of work, civic participation and managing personal affairs. This aligns with content I have learned in my graduate science education courses as we aim to create content that ties in with real-world experiences and developing students conceptual understanding of science material. 

The difference between AIW and traditional approaches to instruction are that traditional practices focus on memorization of material and repetition while AIW aims to develop higher-level thinking skills and conceptual understanding (Newmann et al., 2007). AIW focuses on problem-solving skills and challenging students to extend their understanding beyond basic knowledge. Newmann et al. (2007) explains that construction of knowledge and use of disciplined inquiry “to produce discourse, products, or performances that have value beyond school” (p. 3). When I read this I interpret the ambition for integrating this teaching style is to help students become ready for future careers and developing the skills they will need as citizens. It is important for adults to have the skills developed to answer questions to complex problems, create solutions, and develop products/plans that can be implemented to solve/answer these problems.

Therefore, in science it is imperative to use authentic instruction and assessment because the process of scientific reasoning directly correlates with inquiry-based learning and project-based learning. These types of authentic instruction can easily be implemented in the classroom and integrated with previously existing curriculum. You do not necessarily need to ‘reinvent the wheel’. For example, I recently had printed out a Paper Towel Lab for my 8th Graders in which students test different paper towels to see which works best. To create a more Authentic Learning Experience, students had to create their own procedures and test out their plan on their own with minimal intervention. The result was I observed students using problem-solving skills, participating in trial-and-error learning, and having ownership over their own learning experience. 

2017 National Education Technology Plan Update

The National Education Technology Plan (NETP) aims to focus on using technology to “transform experiences with the goal of providing greater equity and accessibility” (Office of Educational Technology, 2017, p. 5). The goal of the NETP is to foster engaging and empowering learning experiences to prepare students to be “active, creative, knowledgeable, and ethical participants in our globally connected society” (Office of Educational Technology, 2017, p. 9). I interpret this as aiming to use the technology that connects use with global knowledge to develop a deeper understanding of educational content and applying concepts to real-world experiences. For example, the NETP describes how Exploratorium created a Massive Open Online Course (MOOC) is used to explore circuits and electricity. The six-week course focuses on STEM activities delivered through a blend of hands-on activities, short videos, active discussion forum, live Web chats, social media, and other resources (Office of Educational Technology, 2017). Students learned how to build tinkering contraptions in a digitally collaborative environment. Social media is utilized to display photos and videos of participants creations. As an educator in a rural area with limited resources for outside collaboration, I found this appealing because I could use this resource to sponsor a club without having to create an extensive number of activities and even gain personal experience to grow as a professional. The course is provided through Coursera and curious I ventured off into the website and found free courses about everything from “How to Write a Resume” to “Mountains 101”. This is a great resource for students who demonstrate special interests and educators to develop their personal skills. 

Triple E Framework

A connection I notice between the AIW framework and Kolb’s deep dive into Engagement. Kolb (2020) states that students should authentically engage in a learning task. To be authentically engaged students should have their minds on the learning task and not be distracted by the learning itself, be motivated by the fun of the technology tool without being distracted by it and be participating in social and active hands-on learning (Kolb, 2020). Social aspects of learning should be integrated in lessons utilizing technology. This correlates with the philosophy found in the AIW framework that the intellectual work should be more complex and socially or personally meaningful (Newmann et al., 2007). The social and hands-on aspects of learning described by Kolb (2020) and Newmann et al. (2007) allow for students to build a conceptual understanding of concepts. 

The Exploratorium MOOC circuit activity previously described meets the Triple E Framework’s expectations of learning. The activity addresses engagement by creating authentic experiences supported by social interaction and hands-on activities. The technology provides enhancement through adding value to learning goals by connecting participants to accredited professionals and resources they would not have access to otherwise. Finally, the MOOC circuit and electricity course is an extension of school learning curriculum by connecting everyday life experiences to make the learning authentic. Through hands-on learning students can apply problem-solving skills applicable to real-world experiences. Most technologies can be modified to meet the criteria of the Triple E Framework. 

Resources

Kolb, L., (2020). Learning first, technology second in Practice: New strategies, research, and tools for student success. International Society for Technology in Education. 

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment. Lowa: 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.gov.