Week Two: AIW and Technology in Early Learning Environments

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

Authentic Intellectual Work (AIW) involves “original application of knowledge and skills, rather than just routine use of facts and procedures” (Newman et al., 2007, p. 3). It was cultivated to help teachers focus on student’s success. Newman et al. (2005) explains that the term authentic is not meant to make students sound unmotivated in academic settings, rather it is meant to “identify some kinds of intellectual work as more complex and socially or personally meaningful than other” (Newman et al., 2007, p.3).

AIW differs from traditional approaches to instruction and assessment because it is based on higher level thinking versus routine memorization. Authentic Intellectual Work calls for the use of minds to “solve important meaningful problems or answer interesting challenging questions,” rather than just “comply” with routine lesson plans and tests (Newman et al., 2007, p. 3).

The Authentic Intellectual Work consists of 3 main components: Construction of Knowledge, Disciplined Inquiry and Value Beyond School. Construction of Knowledge calls for students to go beyond regurgitating information. A higher level of thinking is required to evaluate and synthesize prior knowledge to solve problems. Disciplined Inquiry requires students to use methods of inquiry and processing that doesn’t occur in superficial learning. Value Beyond School consists of students producing results of discourse, products or additional interactions that go farther than just meeting the rubric outlined by a teacher. The work produced in this component is based in real-world issues and has social and personal importance (Newman et al., 2007).

Empirical research in ch.2 of Newman et al. (2007) argues that the “Value Beyond School” component of Authentic Intellectual Work sees schoolwork most valuable when it reflects complex challenges outside the classroom.  Authentic instruction brings benefits to any racial, ethnic or socioeconomic group” (Newman et al., 2007, p.24). Over 25 years of research across grades 3-12 was conducted and analyzed and determined that “students who experienced higher levels of instruction and assessment that promoted authentic intellectual work showed higher achievement than students who experienced lower levels of instruction and assessment aimed toward authentic intellectual work” (Newman, et al., 2007, p.16). This research identified that cognitively integrated knowledge is more likely to be correctly applied and retained by students. This not only raised standardized test scores, but also creates a culture where discussions are had and new problem-solving techniques and perspectives are deployed, affecting the student’s world. When a student is engaged, they are more willing to learn, master and contribute to the world around them. AIW calls for learning opportunities that foster engagement (Newman et al., 2007).

An example of authentic intellectual work would be learning a foreign language such as Spanish. A student could create a news broadcast based on news from specific countries that speak the foreign language learned. Value Beyond School connection is that the student did not just learn the language for a grade but created a real-world purposeful product. The student can now engage with content and share content that is relevant to Spanish speaking communities. The possibilities are endless here.

Part 2:  2024 National Education Technology Plan Update

In order to address the connection of technology integration with the components of authenticity, the realization must be made that technology is a tool, it does not replace learning experiences. It’s design is to help learning outcomes be met and foster engagement to all learning types (Kolb, 2020).

Technology offers access that might not otherwise be possible for a student, despite their age. Students are afforded so many ways to express themselves when using technology.

As for early childhood education there are unlimited opportunities to use technology, though it may be teacher driven. It is imperative that developmentally appropriate practices are followed with the addition of technological learning opportunities (US Department of Education, 2021).

An example of a developmentally appropriate plan based on early learning technology standards could be: “Our Neighborhood Helpers.”

The learning goal would be to help young children identify and understand the community roles represented by real world community helps. This can grow an appreciation for the community workers role in society. Instead of being shown community helpers by posters or books, the teacher could take the children on a digital field trip, identifying real life community workers. Ideally it would be great if they children could literally go on a field trip and capture pictures but that is a pipe dream in most early learning programs. However, a teacher could help find pictures with the help of the children and create a slide deck or use a story making app to compile and create their own digital story. Another option that would foster parent engagement, would be to have the parents take a picture of a community helper with the child and send it to the teacher.

This project enables the children to construct their own knowledge of community workers and functions. They could even use magazines to sort through who is a community work and who is not, then the pictures they find can be digitized (Construction of Knowledge). The children could talk about the pictures and create narration for their story. There are several freeways for teachers to record the children’s narratives (Discipline Inquiry). The final stories can be share with parents, community members and even put on the school website or shown in the lobby of the school (Value Beyond School).

This project provides engagement in the form of why, what and how, aligning with the Universal Design for Learning. Because students will find community workers from their community or people that have roles in their community, the project is relevant. Creating their own books and using digital cameras, when possible, fosters creativity and engagement. Information is available through multiple forms of media: photographs, magazines, web pages, even videos, and then ultimately a digital book. Students will be expressing their understanding by recording, taking photos, drawing and narrating. If tablets are are available, all learners could be supported with the different options available (Cast, 2024)

Overall, this project helps to foster relationships with early learners and adults that expand learning opportunities. All 4 guiding principles of the Department set forth for use of technology with early learners are satisfied (US Department of Education, 2021).

Part 3:  Triple E Framework 

This educator sees a similarity in the enhancement section of Kolb’s Triple E’s framework and the Disciplined Inquiry component of the AIW framework. During both concepts deeper knowledge is cultivated through conversations and higher learning opportunities. Construction of Knowledge can run parallel with engagement because both require an element of interest and active learning experiences. Extension and Value Beyond School seem to be the most similar. Both concepts call for students to apply their knowledge to real world scenarios or problems. Kolb’s framework required students to use technology to foster real world connections and develop soft skills that are valuable to everyday life (Kolb, 2020).

“Our Neighborhood Helper,” uses technology to actively involve students in learning goals, thus fostering engagement. This learning opportunity offers hands on learning instead of reading a book or watching a video. Students could use iPad when available or surf the internet or use a camera to capture pictures of community helpers. This could be group project where students narrate and express gratitude to the workers (Kolb, 2020).

There are enhancement opportunities in this project through scaffolding the learning experience of not only new technology options, but language development through narration and transcribing, and fine motor through the manipulation of digital tools through responsive screens. Students are given many opportunities to express themselves in this project which fosters engagement and extension (Kolb, 2020; Gaer & Reyes, 2022)

This project has real world connection and extends into the community. Community workers could be interviewed virtually the finished product and be shared with parents, community workers, put on the school’s website and even shown in the lobby of the school (Kolb, 2020).

References

   References

CAST. (2024). Universal design for learning guidelines version 3.0 [graphic organizer]. Lynnfield, MA: Author. 

Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34). Link:https://files.eric.ed.gov/fulltext/EJ1370043.pdfLinks to an external site. 

Kolb, L. (2020, December 9). Triple E Framework. Triple E Framework. https://www.tripleeframework.com/

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 Links to an external site.

U.S. Department of Education, Office of Educational Technology. (2016). Early learning and educational technology policy brief. U.S. Department of Education (https://files.eric.ed.gov/fulltext/ED571882.pdf)