Week 2 Blog

Part 1:

    The nature of Authentic Intellectual Work is comprised of work that is created outside of a routine, where the pursuit of such work is done more so out of genuine passion that extends beyond a means to an end (ie. good grades). This type of work differs from traditional approaches to instruction and assessment in the sense that students who utilize this approach are much more likely to understand concepts in depth. Additionally, instead of regurgitating information that they are reading or taught from their instructors- there is an incentive for knowledge retention due to the recognized value of such information in the real world. In other words, there is a real-life connection to the subject matter being taught and this helps capture the true understanding on behalf of an individual. 

    The components of Authentic Intellectual Work include the construction of knowledge, disciplined inquiry and value beyond school. When it comes to considering the construction of knowledge, data has shown that students perform better on standardized tests when students have been able to construct knowledge through disciplined inquiry. (Newmann et.al, 27) For example, the Office of Educational Technology discusses providing multiple means of representation for students. Through the use of eBooks and customizable features, learning accommodations can be made for just about every individual learner. With these types of tools available as a result of modern technology, personalized learning experiences can contribute to the authentic intellectual work of a student due to these flexible learning tools that meet students at their academic level and also propelling them to level up once information has been retained.

    A specific example of Authentic Intellectual Work in the English content area would be an assignment for students that requires them to create an essay that informs readers of a critical issue facing the world today. Furthermore, students would be asked to provide an example as to how this issue affects them on a personal level. By relating the issue at hand to their own first-hand experience, students would exercise the ability to better understand the world around them- something that reaches beyond just a simple school assignment.

Part 2:

    When reading the first section of the NETP, I noticed that technology can be integrated to the components of authenticity in a vast variety of ways. Firstly, students are able to reach a worldwide audience as a result of the web in which they can not only share or collaborate with other individuals on expanding their construction of knowledge, but also where they can begin to make real-world connections back to themselves. By informing themselves of current topics, research and data among other things, students can easily sort through and identify with meaningful content that they are much more likely to retain. Additionally, it is through this abundance of digital resources that are readily available that students can also further their inquiry and actively engage with such content. Whether it be via the access to eBook, online mentors, videos or research articles etc. students would be practicing disciplined inquiry which is yet another component of authenticity. 

    My own personal example that would integrate technology with a component of Authentic Intellectual Work would be assigning my students to create a short eBook about a topic that interests them as it relates to the educational field, anything that they could expand on. By writing this eBook, the component of the construction of knowledge would be engaged as a result of creative thinking and alternative solutions that would need to be substantiated. It would be through the students' research into their chosen topic that they would practice disciplined inquiry- another component of AIW.

    

Part 3:

    

     A connection that I noticed between AIW and Kolb’s deep dive into one of the E’s (Engagement, Enhancement, or Extension) was that Extension specifically was very similar to the construction of knowledge component found within the AIW framework.

The construction of knowledge component calls for students to make learning concepts relatable to their everyday lives and Kolb’s Extension sees to it that technology enriches this goal and experience. In other words, the Extension is the means through which a student can directly interact with and utilize but the end goal of learning in an authentic way is ultimately the student’s responsibility. Consequently, although technology may be readily available, the construction of knowledge in this example would be aimless without direction. This direction can only be identified by the learner’s authentic intellectual work and once this is achieved, technology accomplishes Kolb’s goal of extension to create realistic learning concepts that are authentic to life experiences.

References:

Kolb, L. (2020). Learning First, Technology Second in Practice. International Society for Technology in Education. https://ereader.chegg.com/books/9781564848406

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007).

Office of Educational Technology. (2017)