Annotated List of Peer-Reviewed Journal Resources:

Barber, W., King, S. & Buchanan, S. “Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities” The Electronic Journal of e-Learning Volume 13 Issue 2 2015, (p.59-67) available online at

The design of this paper was to join problem based learning, authentic assessment and the role of the community to build meaningful learning environments and online class community. For this to occur in the fast pace of changing technology, the authors have suggested certain criteria teachers follow in their classrooms. Students must feel empowered through the use of problem based learning, be provided different modality options to represent their work, and be present in a supportive online community. This article provides research through the lens of combining authentic teaching practices, providing choice to students, and the online community to build digital moments.

Behizadeh, N. (2014). Xavier's take on authentic writing. Journal of Adolescent & Adult Literacy, 58(4), 289-298.

Xavier’s Take on Authentic Learning by Nadia Behizadeh brings forth concepts that go beyond just a case study of one student. Yes, the case study is interesting and brings forth a real perspective, but she effectively makes connection to her case study and other research points that can be used when considering what authentic writing is and how it can be addressed in the classroom. Being a case study this information needs to be supported with knowledge and understanding from other sources, but it in itself supports concepts studied in MAET year one about building on prior knowledge and having students create. This article helps in defining what authentic learning is and how teachers can use this understanding in their own methods.

Carroll, J. (2013). Engaging and authentic technology use for literacy learning in the middle years. Literacy Learning : The Middle Years, 21(2), 7-17.

In Engaging and Authentic Technology Use for Literacy Learning in the Middle Years, Carroll introduces a framework as to why technology is important in developing multi literacies in authentic assessment opportunities. This is followed with following an Australian Year 6 classroom study, where a wiki project promoting Indonesian travel was created. The focus of this study is on developing boys’ literacy and appealing to their interests, but its relevance to both genders is clear. The various pedagogical considerations such as real learning, authentic learning, social learning, learning that is liminal, relational learning, and substantive learning was discussed in general and examined in this Year 6 case study. This article is very relevant to this special interest group as it explores the “how” and “why” behind building authentic assessment using technology.

Chen, G., Wang, C., Yang, S., Lu, W., & Chang, C. (2013). Digital learning playground: Supporting authentic learning experiences in the classroom. Interactive Learning Environments, 21(2), 172. doi:10.1080/10494820.2012.705856

This article is about a study that proposes a platform for task-based, authentic learning. This proposal uses the concepts of two screens (a vertical screen and a horizontal screen) for an authentic learning experience. The idea of having two screens, a projector, and a computer in a section of the classroom creates the Digital Learning Playground. The platform also includes the use of robots in the study. The robots are used to complete real-life tasks. This study was performed with children who are learning English as a foreign language. The results of the study show that children engage in and relate more deeply in the context of learning in a Digital Playground. The study also shows that robots could potentially play an important role in the future of authentic learning. The study uses Kolb’s four-stage experimental learning cycle model.

1.Abstract Conceptualization
2.Active Experimentation
3.Concrete Experience
4.Reflective Observation

Cydis, S. (2015). Authentic instruction and technology literacy. Journal of Learning Design,8(1).

Susan Cydis provides evidence to support the need for technology integration in the classroom, in her “Authentic instruction and technology literacy” article published in the Journal of Learning Design. The integration of technology offers more opportunities to support students and increase engagement in the classroom. In addition to technology, the use of sound instructional pedagogy and authentic learning by preservice teachers was the focus of the project. This research outlines the use of competency-based learning, authentic learning, performance-based learning, technology integration, and students in a college level teacher education program. Technology literacy was developed in future teachers as well as important pedagogical practice that included using technology in both the teaching and learning process.

Eddy, P. L., & Lawrence, A. (2013). Wikis as platforms for authentic assessment. Innovative Higher Education, 38(4), 253-265.

Wikis as platforms for authentic assessment by P.L. Eddy and A. Lawrence is an in-depth exploration of using wikis as an authentic assessment tool in the college setting. The college level is outside of the scope of this special interest group, but the information regarding how to use wikis and their merits in education is valuable to all levels. In looking at evaluation as a process, experiential evaluation, multiple evaluators, and learner’s choice, the framework for authentic assessment opportunities is firmly grounded and shown through the wiki medium. This article is applicable to teaching with technology and essential to understanding wikis as a valuable resource for the classroom.

Forte, A., & Bruckman, A. (2006, June). From Wikipedia to the classroom: Exploring online publication and learning. In Proceedings of the 7th international conference on Learning sciences (pp. 182-188). International Society of the Learning Sciences.

This article from Andrea Forte and Amy Bruckman describes a pilot study in which the authors examined the use of wiki tools in a college freshman-level American government course and the effect of online publishing on writing and revision. The authors begin by extolling the virtues of Wikipedia and the online learning community it has created, and hypothesizing that using a collaborative online authorship model could provide an authentic audience for student work and make it more meaningful. They found that audience does play a crucial role in creating meaningful and effective writing experiences. The students they surveyed thought more critically about many aspects of their writing, including the credibility and balance of their research sources, as well as how their writing might be perceived by others and how to write more strategically to avoid limiting or alienating your audience. While they acknowledge that the Wiki platform is not without its problems, including that students did not view their work as “public” as they didn’t believe anyone outside of their class would visit their site and use the resources they posted, they conclude that wikis can be a very useful tool for creating authentic audience and improving student writing through online publishing.

Halsey, S. (2007). Embracing Emergent Technologies and Envisioning New Ways of Using Them for Literacy Learning in the Primary Classroom. English Teaching: Practice and Critique,6(2), 99-107. Retrieved July 7, 2015, from ERIC.

This article looks at the effects of technology integration into a Primary School classroom. Specifically it takes a look at integrating technology into literacy. The article journeys the author (Sue Halsey ) in her quest to meaningfully integrate technology into the classroom. Sue goes on to explain how she uses podcasts in her literacy approach. These podcasts are uploaded to the Internet and shard to the world. This allows parents to keep up to date on what their children are learning in school, straight from their mouths. More importantly though is that this creates an authentic audience for her students work. It makes their work meaningful. This is a great article to read if you’d like to learn about meaningful technology integration into literacy. It’s also a great article for ideas on creating an authentic audience for your students work.

Kahn, E. (2009). Making writing instruction authentic. English Journal, 98(5), 15.

The author, Elizabeth Kahn, describes anecdotes from her own teaching experience in which she presented her students with authentic persuasive writing prompts (or allowed them to choose their own) and gave them the time and space to explore and research on that prompt to craft argumentative essays. The author discusses how using topically relevant and high-interest prompts increased eagerness and engagement for most students, and how to find and choose those prompts. By giving multiple examples from her own teaching, she successfully conveys one of her main points about authentic prompts: that “the cases that work most successfully involve concrete situations and specific people, rather than abstract concepts” (p. 16).

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative, 1(2007), 1-12.

e white paper “Authentic Learning for the 21st Century” from the Educause Learning Initiative is an excellent primer on incorporating authentic learning opportunities into the classroom using technology. One of the most useful tools included in the paper is a list of “10 design elements” of authentic learning opportunities that are applicable
to any grade level and subject matter, such as “ill-defined problems” and “multiple sources and perspectives” (p. 3-4). In addition, the paper gives examples of authentic learning practices that are currently being used in high schools and colleges, such as simulation-based learning and peer-based evaluation (p. 4-5), and how technology supports these initiatives. Overall, this is a must-read resource for those who are interested in learning about authentic learning opportunities.

Whitney, A. E. (2011). In search of the authentic english classroom: Facing the schoolishness of school. English Education, 44(1), 51-62.

In In Search of the Authentic English Classroom: Facing the Schoolishness of School, Whitney offers the unique perspective of including the school as part of what we see as “the world.” This does not mean that the educator can say that they have created an authentic learning opportunity because it has been done in school and the school is part of the real world. It means that educators must include metacognitive factors in their teaching; addressing how the activity is important in the both school and non school contexts. This article is useful to this SIG as it puts school back into the equation. It is easy to leave the “school factor” behind when researching authentic assessment and audience. In reflection, lesson plans should include how assessment is relevant to the schooling process and the real world.