Post #2

 Part 1

Authentic Intellectual Work (AIW) represents a shift from traditional, test-focused instruction to learning experiences that ask students to construct knowledge, engage in disciplined inquiry, and create work that holds value beyond school (Newmann, King, & Carmichael, 2007). Unlike rote memorization or procedural tasks, AIW encourages learners to make meaning of complex ideas and apply their learning to real-world problems.

The component of Value Beyond School particularly resonates with me as a theatre educator. According to Newmann et al. (2007), students are more engaged and produce higher quality work when they see the relevance of their learning in authentic contexts. Chapter 2 of the text emphasizes that this value should be visible in the task’s purpose, audience, or application beyond simply earning a grade. Research supports that assignments designed with this goal promote higher-order thinking, deeper student investment, and sustained learning.

In my 8th grade theatre class, for instance, students create and perform original monologues inspired by social issues affecting their generation. This unit exemplifies AIW by allowing students to use their artistic voices to advocate, inform, and inspire.

Part 2

The 2024 National Educational Technology Plan identifies the “Digital Use Divide” as a pressing challenge where even students with access to devices may not experience technology-rich learning opportunities (Office of Educational Technology, 2024). This directly intersects with AIW: students need more than access; they need authentic tasks that use technology to promote deep learning and real-world relevance.

A powerful connection here lies in Universal Design for Learning, which the NETP recommends to ensure all students can access and engage with rigorous content. In my classroom, UDL comes to life through choice-driven assessments. For example, in our musical of the month project students might choose to show their learning in all forms of assessment: dance, monologues, songs, designs, scriptwriting, and even powerpoints. All formats require disciplined inquiry and allow students to produce meaningful work, but technology expands access and expression.

A specific example inspired by the NETP could be a student-created digital theatre program addressing local issues (e.g., bullying, inclusion, or mental health). Students would research, collaborate, write, and film scenes using tools like Canva, iMovie, or Flip, sharing the final product via school or community platforms. This task checks all AIW boxes while using technology to enhance expression and accessibility.

Part 3

The Triple E Framework (engage, enhance, and extend) offers a valuable structure for evaluating how technology is used to deepen student learning and make it more meaningful (Gaer & Reyes, 2022). When paired with the principles of AIW , this framework helps ensure that students aren’t just using technology for the sake of novelty, but as a tool for constructing knowledge, engaging in inquiry, and producing work that holds value beyond compliance.

One project in my middle school theatre classroom that illustrates this connection well is our group lip sync unit. Students select a school-appropriate song in small groups, then work together to plan blocking, gestures, and facial expressions that match the tone, story, or mood of the piece. After rehearsals, they record and edit their performances using simple video editing tools. We finish with an in-class watch party to celebrate the final products.

This project supports each aspect of the Triple E Framework:

• Engage: Students are highly invested in this project because it combines creativity, collaboration, and the freedom to make artistic choices. The students also love to learn how to use technology creatively. 

• Enhance: Recording and editing their performances allows students to reflect on pacing, timing, and physical storytelling in a way that’s difficult to assess in real-time rehearsals. Many students notice areas for improvement after watching their rough cuts, leading to more thoughtful revisions and performance choices. Technology helps students slow down and analyze their creative work more deeply, which aligns with AIW’s emphasis on disciplined inquiry.

• Extend: While the final product may not go far beyond the classroom, the watch party creates a meaningful audience experience where students present their work to peers and receive constructive feedback. It reinforces that their performances are meant to be seen, appreciated, and discussed, not just graded. In this way, this project creates value beyond a traditional performance assessment by fostering community and reflective dialogue.

The lip sync project is lighthearted on the surface, but it promotes complex thinking, creative decision-making, and collaboration. It also shows how technology, when used intentionally, can deepen students’ connection to the material and to each other. In both the AIW and Triple E frameworks, the focus is on authenticity, purpose, and student-centered learning.

References

Gaer, S., & Reyes, K. (2022). Finally, Some Guidance! Using the Triple E Framework to Shape
Technology Integration. https://files.eric.ed.gov/fulltext/EJ1370043.pdf 

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Iowa Department of Education. https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view?usp=drivesdk

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and             Use Divides: National Educational Technology Plan. U.S. Department of Education. https://tech.ed.gov/netp