Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v3i1.642
Abstract
In recent years, countries around the world have set off a trend of developing students' core competencies for the 21st century. Educators realized that traditional teaching method may no longer meet the needs for changing working and learning environment. Authentic learning provides a new platform for cultivating talents and developing core competencies. However, empirical research on authentic learning has not reached a consensus on the understanding of authenticity learning which creates challenges for educators to implement authentic learning in their teaching practices. From different scholars' understanding of authenticity learning, the common questions are around: how "real" is authenticity learning before it can be called authentic learning? What are the characteristics of authentic learning? Can technology be effectively implemented in the classroom to assist authentic learning? This paper discusses the implications of "authenticity" and "authenticity learning", summarizes the characteristics of authentic learning from the aspects of the composition of learning activities, and explores a TPACK model that can apply the theory of authentic learning from a learning design in Business Studies as an example. Through the exploration of these theories and practices, this paper is expected to provide valuable reference for schools and teachers to implement the concept of authenticity learning, so that the theory of authentic learning can give full play to the maximum efficiency in teaching and learning practice.
Keywords
authentic learning, TPACK, technology, authenticity, 21st century competencies
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[2]Department of Education, Skills and Employment. (2022). Links to 21st century learning [Text]. Department of Education, Skills and Employment; scheme=AGLSTERMS.AglsAgent; corporateName=Department of Education, Skills and Employment; address=50 Marcus Clarke St, Canberra City, ACT 2601; contact=+61 1300 566 046. https://www.dese.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/links-21st-century-learning
[3]Barrett, C.H. (2005). White paper: Researching electronic portfolios and learner engagement. Retrieved from www.taskstream.com/reflect/whitepaper.pdf
[4]Barrett, H. C. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449. https://doi.org/10.1598/JAAL.50.6.2
[5]Barrett, H. C. (2018). ATS2020 ePortfolios. Retrieved from https://sites.google.com/site/ats2020eportfolios/
[6]Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
[7]Bellanca, J. A. (2010). 21st Century Skills: Rethinking How Students Learn. Solution Tree Press.
[8]Brookes, D. T., Ektina, E., & Planinsic, G. (2020). Implementing an epistemologically authentic approach to student-centered inquiry learning. PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH, 16(2). https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.16.020148
[9]Danford, G. L. (2006). Project-based Learning and International Business Education. Journal of Teaching in International Business, 18(1), 7–25. https://doi.org/10.1300/J066v18n01_02
[10]Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3), Article 3. https://doi.org/10.14742/ajet.1081
[11]FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., Hillaire, G., & Scanlon, E. (2018). Dimensions of personalisation in technology-enhanced learning: A framework and implications for design: Dimensions of personalisation in TEL. British Journal of Educational Technology, 49(1), 165–181. https://doi.org/10.1111/bjet.12534
[12]Gadbury-Amyot, C. C., Godley, L. W., & Nelson Jr., J. W. (2019). Measuring the Level of Reflective Ability of Predoctoral Dental Students: Early Outcomes in an e-Portfolio Reflection. Journal of Dental Education, 83(3), 275–280. https://doi.org/10.21815/JDE.019.025
[13]Gatlin, L., & Edwards, R. (2007). Promoting Authentic Learning through a Peaceful and Positive Perspective. https://dspace.sunyconnect.suny.edu/handle/1951/41484
[14]Harper, B., & Milman, N. B. (2016). One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142. https://doi.org/10.1080/15391523.2016.1146564
[15]Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education: theory, practice and rubber slingshots. Higher Education, 51, 287-314.
[16]Herrington, J. (2006). Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks. 3164–3173. https://www.learntechlib.org/primary/p/24193/
[17]Herrington, J., Parker, J., & Boase-Jelinek, D. (2014). Connected authentic learning: Reflection and intentional learning. Australian Journal of Education, 58(1), 23–35. https://doi.org/10.1177/0004944113517830
[18]Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic Learning Environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 401–412). Springer. https://doi.org/10.1007/978-1-4614-3185-5_32
[19]Hewitt, G. (1995). A Portfolio primer: teaching, collecting, and assessing student writing. Portsmouth, NH: Heinemann.
[20]Ingram, K. W., & Jackson, M. K. (2004). Simulations as Authentic Learning Strategies: Bridging the Gap Between Theory and Practice in Performance Technology. In Association for Educational Communications and Technology. Association for Educational Communications and Technology. https://eric.ed.gov/?id=ED485146
[21]Jonassen, D. (2011). Supporting Problem Solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2). https://doi.org/10.7771/1541-5015.1256
[22]Laur, D. (2013). Authentic Learning Experiences: A Real-World Approach to Project-Based Learning. Routledge.
[23]Lombardi, M. M. (n.d.-a). Authentic Learning for the 21st Century: An Overview. 12.
[24]Lombardi, M. M. (n.d.-c). Making the Grade: The Role of Assessment in Authentic Learning. 16.
[25]Martorella, P. H. (1996). Teaching Social Studies in Middle and Secondary Schools. Second Edition. Prentice Hall, 200 Old Tappan Road, Old Tappan, NJ 07675.
[26]Means, B. M., & Stephens, A. (2021). Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors. A Consensus Study Report. In National Academies Press. National Academies Press. https://doi.org/10.17226/25912
[27]Munns, G., & Woodward, H. (2006). Student engagement and student self‐assessment: The REAL framework. Assessment in Education: Principles, Policy & Practice, 13(2), 193–213. https://doi.org/10.1080/09695940600703969
[28]Naidu S., Bedgood D.R. (2012) Action-Based Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA
[29]Nganga, L. (2019). Preservice teachers perceptions of teaching for global mindedness and social justice: Using the 4Cs (Collaboration, Critical thinking, Creativity and Communication) in teacher education. Journal of Social Studies Education Research, 10(4), 26–57.
[30]NSW Education Standards. (2022). HSIE | NSW Education Standards. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie
[31]OECD. (2014). Competency Framework. https://www.oecd.org/careers/competency_framework_en.pdf
[32]OECD. (2019). OECD FUTURE OF EDUCATION AND SKILLS 2030 OECD Learning—Compass 2030. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
[33]Office of the Secretary-General & of the European Schools. (2018). Key Competences for Lifelong Learning in the European Schools. https://www.eursc.eu/BasicTexts/2018-09-D-69-en-1.pdf
[34]Pahomov, L. (2014). Authentic Learning in the Digital Age: Engaging Students Through Inquiry. ASCD.
[35]Paulson, F. L., Paulson, P. R., & Meyer, C.A. (1991). What Makes a Portfolio?, Educational Leadership, 48 (5), 60-63.
[36]Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
[37]Rotherham, A. J., & Willingham, D. T. (2010). ‘21st-Century' Skills: Not New, but a Worthy Challenge,. American Educator, 34(1), 17–20.
[38]Russell, W. B. (2010). Teaching Social Studies in the 21st Century: A Research Study of Secondary Social Studies Teachers' Instructional Methods and Practices. Action in Teacher Education, 32(1), 65–72. https://doi.org/10.1080/01626620.2010.10463543
[39]Saxe, D. W. (2004). On the Alleged Demise of Social Studies: The Eclectic Curriculum in Times of Standardization--A Historical Sketch. International Journal of Social Education, 18(2), 93–102.
[40]Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics: The effects of game technology on student learning. British Journal of Educational Technology, 43(4), 540–560. https://doi.org/10.1111/j.1467-8535.2011.01197.x
[41]Smith, D. (2018). Evidencing your lifelong learning with e-Portfolio. The Biochemist, 40(5), 22–24. https://doi.org/10.1042/BIO04005022
[42]Stirling, A., Kerr, G, Banwell, J., MacPherson, E, & Heron, A. (2016). A Practical Guide for Work-integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities. Retrieved from https://heqco.ca/wp-content/uploads/2020/03/HEQCO_WIL_Guide_ENG_ACC.pdf
[43]Theodosiadou, D., & Konstantinidis, A. (2015). Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges. Journal of Information Technology Education: Innovations in Practice, 14, 17–38. https://doi.org/10.28945/2158
[44]Tschida, V. (n.d.). Using Technology to Provide Students with Authentic Learning Opportunities in the Elementary Classroom. 63.
[45]Wenzel, L. S., Briggs, K. L., & Puryear, B. L. (1998). Portfolio: Authentic Assessment in the Age of the Curriculum Revolution. Journal of Nursing Education, 37(5), 208–212. https://doi.org/10.3928/0148-4834-19980501-06
[46]Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
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