Amy Robertson

EdTech 504

March 2019

Research on the Role of Technology in Collaborative & Authentic Learning

Environments: An Annotated Bibliography

Collaboration and authentic learning opportunities have become a focus in my teaching

practice and are of great interest to me. I have spent the past eight years transforming my

instruction into a primarily Project Based Learning (PBL) model with methodologies that

involve activity-based, socially situated, reflective, and experiential learning theories. I am

discovering more about how these methodologies are embedded in constructivism learning

theories and how collaboration and authenticity are at the heart of pedagogy of both individual

and social theories of constructivism. With the amalgamation of technology in our lives, my

focus for this research is to learn about effective ways that technology can foster collaborative

learning environments and authentic learning experiences to meet the needs of all my learners.

The purpose of my research is to discover connections between collaboration, authenticity,

constructivism theories, traditional theories of learning, and developing theories of educational

technology.

Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in Philosophy and

Education, 28(2), 135-151. https://doi.org/10.1007/s11217-008-9105-3

In this article, the author identifies connections between authentic educational settings,

living authentically, and how learners need an inquiry-based environment with an emphasis on
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relationships and relevance. He stated that what lies at the heart of education is the “richness of

the relationships that we enter into when we are, or become, students.” (p.136) He questions if

we use objects authentically as they were intended be used. Can one play music authentically as

it was written hundreds of years ago or play a Stradivarius as it was played in the 1600’s? He

connects learning theory to the research of Newmann, Dewey, Vygotsky, and others. He

discusses Newmann’s authentic pedagogy that involves students using prior knowledge to

connect learning with real problems, tasks, and challenges and relate them outside the classroom.

He investigated how disciplined inquiry drives knowledge construction in learners, and how

authenticity, disciplined inquiry, and real world can be defined. He stresses the importance of

inviting experts into a learning environment and that authentic learning is when “student-

generated inquiry meets key standards for disciplinary content and disciplinary process.” (p.

140) He believes that work and learning should be fulfilling and cites Dewey’s thoughts on

meaning and fulfillment in learning. He concludes the article with, “Classrooms could, and

should, be reconstructed as communities of inquiry in which seeing oneself as ‘one among

others’ is a key priority.” (p.150)

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the

conceptualization, development, and assessment of ICT–TPCK: Advances in

technological pedagogical content knowledge (TPCK). Computers & Education, 52(1),

154-168. https://doi.org/10.1016/j.compedu.2008.07.006

This article discusses the lack of theory and structure that guides research in teaching and

technology integration. It explains the need for teachers to gain content knowledge in

technology. The authors describe the importance of understanding what teachers know and need
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to know about teaching with technology. Pedagogical Content Knowledge (PCK) and

Technological Pedagogical Content Knowledge (TPCK) are two separate entities. The authors

found connections between technology content knowledge and subject matter content knowledge

and described how TPCK is a "unique body of knowledge". (p. 50) The article introduced

Technology Mapping (TM) as an instructional design approach to creating effective solutions to

technology instruction. The research suggested that when teachers had a better understanding of

how to transform instruction with technology, learners were able to grasp concepts that had been

considered complicated to understand or represent before technology integration. The authors

concluded that technology integration with instruction, when delivered intentionally and with a

focus, provides evidence that teacher technological pedagogical content knowledge is its own

entity.

Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to

the design of educational technology. Educational Technology, Research and

Development; New York, 46(3), 53. Retrieved from

https://search.proquest.com/docview/218031840/citation/5062BD274FF4460BPQ/1

In this article, the author challenges the idea that educational technology professionals

understand the concepts of constructivism and the role of authenticity in learning environments.

The author mentions that Resnick (1990) claimed the classroom is an artificial environment,

avoiding group-based activities and shared problem-solving that happens in the real world. He

describes how learners should discern between authentic learning environments and ones that

simulate an authentic environment. He notes that technologists should create real-world learning

opportunities to replace simulations. He mentions Dewey and Vygotsky and how their learning
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theories on collaborative and group learning are essential for social learning and benefit a

learner’s understanding of the process learning. Because they both focused on the connection

with language as learning tools and social learning linked to human development, the author

believes that technology is an essential support tool for collaborative and authentic learning. The

author mentions that students need to have the opportunity to fail, which is an essential element of

constructivism, as failing supports the process of learning.

Taylor, E. W. (2007) An update of transformative learning theory: A critical review of the

empirical research (1999–2005), International Journal of Lifelong Education, 26:2, 173-

191. https://doi.org/10.1080/02601370701219475

This article discusses the transformative learning theory and how it impacts adult learning

environments. He lists numerous studies in educational fields of higher education. He mentions

that transformative learning theory research studies are repetitive in nature with minimal author

collaboration, but some research stood out that involved technology integration. Adult learners

who were asked to show evidence of learning through photographic or video evidence showed

promise in capturing learning and memory of the learning experience, leading to transformative

learning opportunities. He found that culture, gender, and age differences were overlooked in

most studies. He made a connection between teachers critically reflecting on their practice as a

move towards authenticity. Those who “critically reflect on self, other, relationships and context

are more likely to be working towards being authentic.” (p.7). Taylor revealed that relationships

are an important element of the transformative learning experience and when he looked at

Carter’s 2002 study of mid-career women’s learning it showed relationships fostered success.

Taylor stated that, “Love, memory and self-dialogue relationships proved significant to

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transformative learning, with intimate relationships as most significant.” (p. 179) His research

showed trust in collaboration and dialogue, with voluntary participation and equalization of

power, support authentic conversations. Technology support and theory was lacking in this

article, although he mentions how writing and journaling is a powerful tool for transformative

learning if it involved journaling with voice and choice.

Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective

learning design. Computers & Education, 43, 17–33. Retrieved

from http://oro.open.ac.uk/6983/

This article provides connections between e-learning many learning theories and includes

constructivism, communities of practice, authenticity, and collaboration. A focus of the article

was to identify how instructional practice should clearly reflect learning theory. The authors

state, “There is currently little evidence of how these models or theories are applied to effective

pedagogically driven e-learning.” (p.18) This article maps the learning theories in an organized

manner with charts that make connections between theories and how they might be applied to e-

learning. The authors propose a model for designing e-learning in which learning theories are

situated within the framework of learning design. They refer to structuring learning as using

toolkits and they mention, “By definition, all toolkits include an expert model of a process

derived from recognised theory and best practice.” (p. 22) The authors state that, “The current

diversity of perspectives and approaches prevalent in e-learning can prove overwhelming to

researchers and practitioners alike.” (p. 32) They are adamant there should be certainty in the

application of learning theory to e-learning. They insist these should be in place during the

design process to clarify and strengthen purpose and intent in instruction.

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Seely Brown, J. Collins, A. & Duguid, D. (1989). Situated cognition and the culture of

learning. Educational Researcher, 18(1), 32-42.

http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/Situated%2
0Cognition.pdf

This article discusses indexical language and its importance in conversation and learning

and how collaboration and authenticity are essential to student learning. They define "indexical"

words and explain that advanced learners should read index words and understand that they refer

to specific situations. The authors explain that most schools have not connected learning to

authentic real-world experiences. They describe the differences in reasoning, actions, problem-

solving and producing in three realms: Students, Practitioners, and JPF (just plain folks). The

authors refer to conceptual knowledge as a set of tools (p.33) and continue to discuss how "it is

quite possible to acquire a tool but to be unable to use it." (p.33) This is similar to Vygotsky's

theories in chapters 1 and 2 of "Mind in Society". He considered language as a tool for

communication. When we teach and reteach communication and collaboration skills then provide

feedback and assess these skills, that is possibly when we see the growth and learning in students

which relates to authentic learning opportunities. The relationship to educational technology

theories is not mentioned specifically but the set of tools used with technology would be a

possibility for more research.

Shutkin, D. (2004). Thinking of the other: Constructivist discourse and cultural difference in the

field of educational technology. The Journal of Educational Thought, 38(1), 67-93.

Retrieved from: http://libproxy.boisestate.edu/login?url=https://search-proquest-

com.libproxy.boisestate.edu/docview/213798031?accountid=9649

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 This article reveals the ethical dilemma of education in the United States regarding access

to technology and appropriate constructivism approaches for learners. The author is critical of

constructivism practices with technology approaches due to the lack of equity in resources and

quality instructional practices in schools. He explores the divide that technology learning has

created for underserved populations, low income students, and populations historically

marginalized in society. The author explains the system in place in society is primarily one of

white culture and his research includes findings that privileged schools have more access to

better technology and prepared instructors with constructivist and technology experience.

Students in lower income schools had technology for limited use and testing scenarios. He says

that schools that employ constructivist models of technology are using the western culture of

power and he believes the technology learning designs in schools do not include references to

race, cultural, or social differences. He states schools must consider culturally relevant teaching

when developing technology in learning environments. His research on the origin of the mastery

of reasoning dates to the 17th century writings of philosopher John Locke which was only for

white European men. The author states that the perpetuation of this idea continues to effect not

only society today and those marginalized by society, but the system of power in place effects

access to technology. He makes a solid case for culturally relevant teaching which he says should

be incorporated into technology in equitable ways.

Paily, M. U. (2013). Creating constructivist learning environment: Role of "web 2.0" technology.

International Forum of Teaching and Studies, 9(1), 39-50,52. Retrieved from

http://libproxy.boisestate.edu/login?url=https://search-proquest-

com.libproxy.boisestate.edu/docview/1346942900?accountid=9649

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 This article is recent within the past six years and contains current technology

connections with pedagogical approaches. The author provides a detailed review of the

characteristics of constructivist learning theory and explains the role of the teacher and the

learning environment. The author discusses the role of information and communication

technology in education today and how learning can be transformed with technology for students

to provide evidence of learning in new ways using technology. The article provides information

on Web 2.0 tools and the characteristics of the tools and how they can be used to facilitate,

support and scaffold learning activities. There is a chart that organizes a variety of different Web

2.0 tools on pages 4-6. The author explains some approaches to constructivist approaches with

integrated technology and provides stages of technology integrated instructional delivery.

Collaboration group reflection was missing from the stages, although it can be incorporated in

the same stage as individual reflection. The author has included a lesson example on animal

husbandry that provides an outline of a structured technology integrated lesson.

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