2.4| Authentic Learning
What is Authentic Learning?
According to the Technology Integration Matrix Links to an external site., the Authentic Learning Characteristic Links to an external site. involves using technology to link learning activities to the world beyond the instructional setting, and focuses on the extent to which technology is used to place learning into a meaningful context. Technology use in the classroom should increase the relevance of learning to the students and tap into their intrinsic motivation.
The following chart shows what Authentic Learning looks like for teachers, students, and the classroom setting at each level of the SAMR framework, cross-walked against the five levels of the TIM.
SAMR Levels | |||||
TIM Levels |
Entry Technology use is unrelated to the world outside of the instructional setting |
Adoption Guided use of technology in activities with some meaningful context |
Adaptation Independent use in activities connected to students’ lives; some student choice and exploration |
Infusion Choice of tools and regular use in meaningful activities |
Transformation Innovative use for higher order learning activities in a local or global context |
The Teachers... | The teacher assigns work based on a predetermined curriculum unrelated to the students or issues beyond the instructional setting. | The teacher directs students in the conventional use of technology tools for learning activities that are sometimes related to the students or to issues beyond the instructional setting. | The teacher creates instruction that purposefully integrates technology tools and provides access to information on community and world issues. The teacher directs the choice of technology tools but students use the tools on their own, and may begin to explore other capabilities of the tools. | The teacher encourages students to use technology tools to make connections to the world outside of the instructional setting, and to their lives and interests. The teacher provides a learning context in which students regularly use technology tools and have the freedom to choose the tools that, for each student, best match the task. | The teacher encourages innovative use of technology tools in higher-order learning activities that support connections to the lives of the students and the world beyond the instructional setting. |
The Students... | Students use technology to complete assigned activities that are generally unrelated to the world beyond the instructional setting. | Students have opportunities to apply technology tools to some content-specific activities that are related to the students or issues beyond the instructional setting. | Students begin to use technology tools on their own in activities that have meaning beyond the instructional setting. | Students select appropriate technology tools to complete activities that have a meaningful context beyond the instructional setting. Students regularly use technology tools, and are comfortable in choosing and using the tools in the most meaningful way for each activity. | Students explore and extend the use of technology tools to participate in higher-order learning activities that have meaning in the world beyond the instructional setting. Students regularly engage in activities that may not be possible without the use of technology. |
The Setting... | Available resources, chosen by the teacher, are predominately textbook or textbook-like sources, whether digital or print. They are generally used without making connections to a real-world context or to the students’ personal lives. | Available resources, chosen by the teacher, may be predominately textbook or textbook-like sources, whether digital or print, and students may have guided access to primary source materials and selected information, data, and source materials beyond the instructional setting. | The setting allows for guided student access to a limited range of information, data, and source materials beyond the instructional setting. | The setting provides a variety of technology tools and ongoing, independent access to a broad range of information, data, and source materials beyond the instructional setting. This access facilitates student pursuit of individual interests and emerging topics. | The setting provides ongoing, independent access to a broad range of information, data, and source materials beyond the instructional setting. Robust, simultaneous access to a variety of technology tools allows all students to engage directly with others who may be in different locations and may represent different experiences, cultures, and points of view. |
Connection Reflection
As you look through the links in the implementation section, how many connections can you see between Authentic Learning and other elements of the TIM such as Active, Collaborative, and Constructive Learning? Once you start implementing one area of the matrix at high levels, it's hard not to bring all the other elements of the matrix along!
Implementing Authentic Learning in the Classroom
Moving from left to right on the scale above, teachers provide additional room for student choice of both tools and topics, and provide meaningful context for how and why the work connects to the world outside of the classroom. Authentic learning takes students beyond their textbook into real-world data, problems, and resources; it takes students beyond their classroom (virtually or physically) and into scenarios where students have opportunities to interact with local or even global stakeholders in that academic context. Not every lesson has to be a complex collaboration outside of the classroom, however. Here are some ideas to kickstart implementing Collaborative Learning in the classroom:
- Explore this video of how to keep assessment relevant and authentic in a math classroom Links to an external site.
- Learn more about how Place-Based education can bring authenticity to the classroom Links to an external site.
- Collaborate with Community partners to work on a local problem Links to an external site. - for a project similar to the one featured here, consider reaching out to the Savannah River Keepers Links to an external site..
- Tap into students' intrinsic motivation through Culturally Responsive Teaching Links to an external site..
- Make Shakespeare more engaging with a school-wide festival Links to an external site. (This example was from ARC!)
- Create connections to careers using strategies like these Links to an external site..
- Embed a virtual field trip using external tools like Nearpod into a Canvas Module or Assignment. Learn how to integrate Nearpod into Canvas here Links to an external site..
- While you are working on making your students Constructive Learners, consider submitting their work to the Georgia Student Media Festival Links to an external site.! Some examples of submissions by Richmond County students can be found here Links to an external site..
Connections: Profile of a Graduate
The Richmond County Digital Learning Framework is designed to align with our Profile of a Graduate. Immersing your students in Authentic Learning prepares them for life beyond the classroom by:
- Exhibiting pride in producing quality work and fulfilling requirements of their work (Responsible Citizen)
- Analyzing and Interpreting situations, patterns and data (Critical Thinker)
- Developing motivation and a sense of initiative to achieve academic and career goals (Continuous Learner)
- Displaying curiosity, inventiveness, and originality (Innovative Problem Solver)
- Using information from a variety of sources to develop unique solutions (Innovative Problem Solver)