Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning
International Journal of Technology and Design Education, 15 (1):
19-32+ (April 2005)DOI: http://dx.doi.org/10.1007/s10798-004-6195-2
Abstract
This paper briefly examines the literature on (a) problem-based learning (PBL), including constructivism and problem solving, and (b) learning in context, including mediation, embodiment, distribution, and situatedness. We use this literature, our previous research Hill & Smith Journal of Technology Education 9(1), 29–41 (1998), and some initial findings from our present research as a basis for a theory that we call authentic learning. The Theory of Authentic Learning provides a theoretical framework on which to scaffold purpose and value for the study of technology in secondary school curriculum. Initial results from Year One of our present three-year study contribute to the refinement of our Theory of Authentic Learning. First, we present some relevant literature, then we illustrate the Theory of Authentic Learning, and finally we conclude with some preliminary findings from our present research.