WDUC 5313: Week 3

In this week's assignment, I read Chapter 5: Knowledge and Reasoning from "How People Learn II: Learners, Context, and Cultures" and create an infographic to highlight key ideas.  This chapter explains how learning goes beyond memorization; it's about connecting new information to what we already know, reasoning through ideas, and applying knowledge in meaningful ways.

The infographic below shows three main takeaways: first, learning happens when we make connections; second, expertise can both help and limit how we think; and third, strategies like retrieval practice, spaced learning, and teaching others help knowledge stick.

Gura's ideas about creative learning align with this concept because creativity flourishes when students are encouraged to explore, question, and apply what they have learned.  Rivero also supports this idea by sharing digital tools that encourage creativity. This also aligns with ISTE Standard: 1a) Empowered Learner, as students use technology to take ownership of their learning and strengthen their reasoning skills. 

References:

Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents. p. 7.

International Society for Technology in Education. (2016). ISTE standards for students. ISTE. https://www.iste.org/standards/for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783

Rivero, V. (2020). A Whole New Class of Art. EdTech Digest the State of the Arts, Creativity and Technology 2020: A Guide for Educators and Parents. p. 12-20

EDUC: 5313 Week 2

 

        Hi everyone! This week’s topic really spoke to me as an educator who believes learning should mean something beyond a grade. We’re exploring Authentic Intellectual Work (AIW)—a framework that challenges traditional instruction by emphasizing deep thinking, real-world application, and purposeful learning. As I read through the research, I couldn’t help but reflect on how AIW connects to technology integration and frameworks like Kolb’s Triple E. Together, they help us design learning experiences that truly engage and empower students.

Part 1: What Is Authentic Intellectual Work?

Authentic Intellectual Work (AIW) focuses on learning that has real value beyond the classroom. Instead of repeating information, students build knowledge, think deeply, and create work that matters (Newmann, King, & Carmichael, 2007).

Traditional instruction often focuses on grades and testing. AIW changes that by encouraging students to explore, question, and apply what they learn. As Newmann, King, and Carmichael (2007) explain, “authentic intellectual work involves the construction of knowledge through disciplined inquiry to produce discourse, products, or performances that have value beyond school” (p. 3).

For example, rather than answering test questions about pollution, students could research local water quality, interview community members, and present solutions to city leaders. That kind of work makes learning real and purposeful.

AIW has three main parts:

1. Construction of Knowledge – Students make sense of what they learn instead of memorizing it.
   
   

2. Disciplined Inquiry – They dig deeper by researching, questioning, and communicating ideas.
   
   

3. Value Beyond School – Their work has a purpose outside the classroom.

         Research from Chapter 2 of the Bluebook showed that students in classes with strong AIW scored 30–56 percentile points higher on standardized tests than students doing low-level work (Newmann et al., 2007, p. 21). That tells me authentic learning doesn’t just feel better—it improves achievement for all students.

One way to show authentic learning is through a middle school social studies project that links local history to national events. They might interview community members, use primary sources, and create a short digital documentary. This project lets them build knowledge, use inquiry skills, and share something meaningful with others—exactly what AIW is about.

Part 2: NETP and the Digital Use Divide

The 2024 National Education Technology Plan (NETP) talks about the Digital Use Divide, or the difference between students who use technology just to complete tasks and those who use it to create, collaborate, and solve problems.

This connects directly to AIW. When we use technology to help students build and share authentic work, it closes that divide. For example, students could design a multimedia campaign on recycling using tools like Canva or Flip. This gives them creative control, multiple ways to express learning, and a real audience for their message.

The NETP reminds us that technology isn’t just about access—it’s about using it purposefully to help students think critically and create meaningful work.

Part 3: Connecting AIW and the Triple E Framework

Kolb’s Triple E Framework (Engagement, Enhancement, Extension) goes hand in hand with AIW.

• Engagement: Students stay motivated when learning connects to their world.
  
  

• Enhancement: Technology helps them research, collaborate, and create in new ways.
  
  

• Extension: They apply what they learn outside of school to make an impact.
  
  

When AIW and the Triple E Framework work together, technology becomes a tool for authentic learning. Students aren’t just using devices—they’re using their knowledge to make a difference.

Authentic Intellectual Work reminds us that students learn best when their work has meaning. When we connect AIW with the NETP and Triple E Framework, we help students engage deeply, use technology purposefully, and see how their learning matters beyond the classroom.

References

Kolb, L. (2011). Triple E Framework. University of Michigan, School of Education.

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Iowa Department of Education.

Office of Educational Technology. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. U.S. Department of Education. https://tech.ed.gov/netp/

U.S. Department of Education, Office of Educational Technology. (2024). National Education Technology Plan: Digital use divide. https://tech.ed.gov/netp

EDUC 5313: Week 1

Hello everyone! My name is Melody McCarty, and I’m from the small town of Barnsdall, Oklahoma. I’ve worked in education for 16 years and recently returned to the classroom after spending five years as an RTI Specialist. I’m currently teaching 4th grade (self-contained).

I received my Bachelor's Degree from Northeastern State University and started pursuing my Master’s in Curriculum & Instruction with an emphasis in Technology in May 2024. I have taught a little bit of everything. PK, ELA for 4th, 5th, 6th, Junior High, and 9th grade, 5th grade Science and Social Studies. 

My husband and I have been married for 31 years and were blessed with three boys. They are grown now, and two of them have started families of their own...the youngest is still looking for his future wife. I have the pleasure of being “Mellie” to 4 of the most precious granddaughters. Cameron is 4, Reagan turns 2 in December, Breckyn will be 1 in April, and Jovie will be 1 in May. My youngest granddaughters are a month apart! My world was completely changed when they came into my life, and I absolutely adore them.

For this assignment, we have been asked to review the ISTE Standards for Students along with our state content standards, then select a topic or group of standards that interests us. As I looked through both, one ISTE standard really stood out to me—ISTE Standard 3: Knowledge Constructor, specifically indicator 3b, which says:

“Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.”

That got me thinking about how often students come across information online and how important it is for them to know what’s reliable and what’s not.

The Activity: Digital Ecosystem Research

In this activity, my students would explore how plants and animals survive and grow, which connects to our science standard 4-LS1-1. Each student would choose a plant or animal to research using safe, teacher-approved websites like National Geographic Kids, PebbleGo, or other digital resources.

We’d spend time discussing what makes a source trustworthy and why it’s important to question where information comes from. After gathering their research, students would create a digital presentation using Google Slides or Canva and share their findings with the class.

Why I Love This Idea

This project blends science and technology in a way that feels natural and engaging. Students become curious researchers, creative designers, and thoughtful digital citizens—all at once. They’re not just learning science content; they’re also practicing essential skills like evaluating sources and thinking critically about what they read online.

I love how the ISTE Standards push us to go beyond simply using technology—they encourage us to teach students how to use it wisely, responsibly, and with purpose.