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Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning

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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.

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Authors and Affiliations

  1. Technological Education, Queen’s University, K7L 3N6, Kingston, Ont., Canada

    Anne Marie Hill

  2. Educational Psychology, Queen’s University, K7L 3N6, Kingston, Ont., Canada

    Howard A. Smith

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  1. Anne Marie Hill
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  2. Howard A. Smith
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Correspondence to Anne Marie Hill.

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Hill, A.M., Smith, H.A. Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning. Int J Technol Des Educ 15, 19–32 (2005). https://doi.org/10.1007/s10798-004-6195-2

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  • DOI: https://doi.org/10.1007/s10798-004-6195-2

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