Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject

Abstract

In recent years, countries around the world have set off a trend of developing students' core competencies for the 21st century. Educators realized that traditional teaching method may no longer meet the needs for changing working and learning environment. Authentic learning provides a new platform for cultivating talents and developing core competencies. However, empirical research on authentic learning has not reached a consensus on the understanding of authenticity learning which creates challenges for educators to implement authentic learning in their teaching practices. From different scholars' understanding of authenticity learning, the common questions are around: how "real" is authenticity learning before it can be called authentic learning? What are the characteristics of authentic learning? Can technology be effectively implemented in the classroom to assist authentic learning? This paper discusses the implications of "authenticity" and "authenticity learning", summarizes the characteristics of authentic learning from the aspects of the composition of learning activities, and explores a TPACK model that can apply the theory of authentic learning from a learning design in Business Studies as an example. Through the exploration of these theories and practices, this paper is expected to provide valuable reference for schools and teachers to implement the concept of authenticity learning, so that the theory of authentic learning can give full play to the maximum efficiency in teaching and learning practice.