Document Type
Article
Department/Program
Education
Publication Date
2011
Journal
Journal of Digital Learning in Teacher Education
Volume
27
Issue
3
First Page
115
Last Page
122
Abstract
Three criteria for meaningful student learning--construction of knowledge, disciplined inquiry, and value beyond school--are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers' practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.
Keywords
Academic Achievement, High Stakes Tests, Grade 5, Relevance (Education), History Instruction, Program Implementation, Learner Engagement, Film Production, United States History, Elementary School Teachers, Case Studies, Student Projects, Suburban Schools, Rural Schools, Teaching Methods, Instructional Effectiveness, Evaluation Methods, Educational Technology, Computer Assisted Instruction, Multimedia Instruction, Documentaries
Recommended Citation
Swan, Kathy; Hofer, Mark J.; and Swan, Gerry, "Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment" (2011). Articles. 29.
https://scholarworks.wm.edu/articles/29
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
