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  • Writer's picturelizgreyling266
    • Jul 4
    • 6 min read

Exploring Authentic Intellectual Work and the 2024 NETP

This blog post was created as part of my M. Ed. Module: “Introduction to Learning Technologies”


What is Authentic Intellectual Work?

“AIW” is a framework that is intended to improve teacher instruction to support enhanced student learning (AIW Institute, 2024).


The AIW framework aims to give all students access to intellectually rigorous learning experiences that have value beyond the classroom, and to engage all students in meaningful, challenging learning opportunities (AIW Institute, 2024). Therefore, this framework differs from traditional approaches to instruction and assessment that typically focus on specific content, curriculum coverage, teacher-led instruction and attaining grades as an overall marker of success, regardless of student engagement or the real-world relevance of the learning experience.


What are the components of AIW?


1. CONSTRUCTION OF KNOWLEDGE - Does a task ask students to create new knowledge that demonstrates higher order thinking?


2. DISCIPLINED INQUIRY - Does this task ask students for coherent clarifications, explanations or arguments?


3. VALUE BEYOND SCHOOL - Do students apply knowledge to solve problems outside of school?

(AIW Institute, 2024)


Take a closer look: DISCIPLINED INQUIRY


When knowledge is constructed rather than just reproduced, it is no guarantee that it is adequate (King, 2016). The construction of knowledge shoud be guided by disciplined inquiry, in other words:

  • intellectual accomplishments are built on a prior knowledge base of facts, vocabularies, theories, algorithms, and other methodologies (King, 2016)

  • a useful knowledge base goes beyond basic familiarity with facts and conventions, but must be used to develop a deep, complex understanding of specific problems, where students search for, imagine, propose, and test relationships between key components (Kind, 2016).

  • the use of elaborated communication - a complex range of tools that may be verbal, symbolic, graphic and visual - in order to provide nuance, qualifications, elaborations, justifications, details, analogies, extended narratives, explanations and dialogue (King, 2016).

An example of disciplined inquiry in action was evident at Spencer Secondary School in Iowa, where instructional leaders were able to incorporate the AIW framework into the curriculum development, and showed teachers how to move from teaching content to teaching concepts, and from isolated skills to interdisciplinary processes (Kind, 2016).


The AIW framework was successfully incorporated into a Secondary Social Studies Classrooms in Kuwait (Alazmi, 2020). By using the AIW framework, the author was able to develop a GIS Instructional Model for Kuwaiti social studies teachers to facilitate student authentic intellectual work, which had previously been hampered due to a lack of clear guidelines which could demonstrate how to employ this technology effectively in the classroom (Alazmi, 2020).


You can learn more about the AIW framework by watching this video, or by visiting their official website here.



What is the NETP (National Education Technology Plan)?

From The Office of Educational Technology: "The NETP is a common vision and action plan that responds to an urgent national priority. It describes specific actions the United States should take to ensure learners of all ages have opportunities for personal growth and prosperity and remain competitive in a global economy" (2017, p12).


What is the Digital Use Divide?

The National Educational Technology Plan describes a divide exists between two kinds of students:

  • those students who regularly encounter opportunities to leverage technology in active, critical, and creative ways:

    • critical media analysis, video and podcast creation, real-world data collection, connections with remote content area experts, authentic opportunities to share their learning with global audiences.

  • those students whose experiences with technology in their learning are limited to more passive expectations of use :

    • digital worksheets, point-and-click assessments, locked-down devices, penalties for organic collaboration, digitized versions of traditional classroom practices.

(Office of Educational Technology, 2024, p.10).


How can this Digital Use Divide be closed, and integrated with an AIW Framework?

Here are some recommendations from the 2024 NETP on closing the Digital Use Divide:


  • Review subject area curricula or program scopes and sequences to ensure that student learning experiences build age-appropriate digital literacy skills through active technology use for learning.

    • This ties in with the AIW Component  CONSTRUCTION OF KNOWLEDGE: In order for students to construct new knowledge, they need to be adequately supported with tools and a curriculum that is appropriate for their level and interests.


  • Implement feedback mechanisms that empower students to become co-designers of learning experiences.

    • This ties in with the AIW Component DISCIPLINED INQUIRY: Student-led learning and a student-centered approach are crucial components in successful inquiry. However, teachers need to create the right conditions for students to be able to work more independently and take ownership of their learning.


  • Build public-private partnerships with local businesses, higher education institutions, and nonprofit organizations to help students access edtech-enabled hands-on learning and work-based learning experiences.

    • This ties in with the AIW Component VALUE BEYOND SCHOOL: students are able to connect their learning and the tools they are using to real-world scenarios.

(Office of Educational Technology, 2024, p.11).


The NETP also recommends making use of the principles of Universal Design for Learning. This is a research-driven framework, designed to improve and optimize teaching and learning for all people based on scientific insights into how humans learn(Office of Educational Technology, 2024, p.20). The main features of UDL is its emphasis on making learning accessible to students with diverse needs and preferences, and the flexible presentation of content, instructional materials and assessments.


In my 3rd Grade Inquiry class, students have to create a presentation on "Fun activities to do in Sendai City".

Working in groups of 2 to 4 peers (of their own choosing), students will:

  • do research to gather information - Students can use the internet to search for information, or create a survey, or decide to interview key players, etc. Students also need to find information on how to access these activities, e.g. a map, opening and closing times, access to public transport, entrance fees, etc.

  • compile the information - Students will put all their information together in a cohesive and interesting way. They can write a blog or keep a journal, search for pictures or photos to add, etc.

  • present the information to an authentic audience - Students will choose a platform to present their information, it could be a podcast, a video, a slideshow presentation, a printed brochure, etc. This will be shared with the public during an upcoming school event, such as the International Culture Festival, or shared with the school community via email and Seesaw, or published on the school website, or in the local newspaper.


This activity incorporates components of the AIW framework and the UDL framework, as well as working towards closing the Digital Use Divide through the opportunity to use technology in an authentic and creative way.


This activity also connects to Kolb's Triple E Framework (discussed in my previous blog post here).

  • Engagement (Modeling navigation of the tool, Software tour, Teacher monitoring, Co-use or co-engagement, Eliciting Prior Knowledge) - Teachers introduce the various tools and options that students have for this project, and build on students' prior knowledge of fun activities, interesting locations, useful technology resources, and key players to assist them in gathering information . 

  • Enhancement (Graphic organizers, Visual representations of learning, Differentiation, Personalization): Students have freedom to choose which fun activities they will focus on and how they will record and present that information.

  • Extension (Real world issues, Engage students in authentic discourse with others, Student’s investigate and direct their own project Use authentic tools that are prominent in everyday life) - By grounding this project in their own city, students can create and share opportunities for authentic fun experiences that they can really go out into the world and experience for themselves. They will share this project with real people in their community and create a source of genuine interest and practical use. 

(Kolb, 2020)


References:





  • Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update. Retrieved from http://tech.ed.gov. Introduction and Section 1 (22 pages).


  • Office of Educational Technology. (2024). A Call to Action for Closing the Digital Access, Design, and Use Divides: 2024 National Educational Technology Plan. Retrieved from https://tech.ed.gov/files/2024/01/NETP24.pdf 

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