Authentic learning can certainly be valuable to me in my teaching context. My learning areas of history and English are ripe for the use of authentic learning. Having a real world goal with real world application and audiences is central to Authentic learning.

A great example for an English project would be for students to study a contentious topic in their state or local area, and then write a professional letter to their representative. This would teach students to write in the format, while having a genuine real world application.

History students could undertake an excursion to 1770 and investigate the local area, collating what is found in records from Cook's voyage to what they can see in real life. This information could be used to create some sort of heritage monument for the community, deciding on the location and substance of the monument.

There is a good, realistic employment of digital technologies in this lesson with a realistic situation being presented to students; false historical claims are very commonly seen on social media in the present day.

The resource is versatile in its capacity for classroom learning as well as being very relevant to the curriculum. Students could use the comprehension sheet as a starting point for research or as a secondary source of itself. It is especially advantageous as it involves primary sources as well in the form of images. This resource presents many teaching and learning opportunities and is an excellent example of a learning resource in a year 10 history class.

Additionally, it can be utilised as a digital or physical sheet, which serves to add to its versatility.

The chosen artefact will be used to be the basis of a google doc and a starting point for research. Students, in groups, will create their own resource out of a collection of sources based on inquiry questions based on the artefact. Eventually, groups will access each others docs and compare and evaluate the work of others. Students will also be able to access the doc from home.
There are many possibilities for the usage of the artefact in a digitally enlightened classroom. It can be used as a basis for further research and inquiry, with highlighting, hyperlinking and collating being transformative to the process.

The general capability of digital technology literacy is crucial in the modern history classroom. While it could be argued that, according to the SAMR model, usage of the internet to locate historical sources and information is merely a substitution, it can also reasonably asserted that the introduction of the internet into historical research constitutes a redefinition of the activity, if only because of the sheer amount and convenience of sources available and the links between them.
Students need to understand proper referencing and safe internet safety, as well as ethical scholarship to conduct their online research, making legal, safe and ethical usage important for history students.
Digital technologies are crucial to the inquiry process and students will necessarily spend a large amount of time using ICTs regardless of their teacher’s preferences. It is also even more important for internet-exposed history students to learn how to scrutinise and evaluate the credibility, reliability, bias and authenticity of resources which they access.
History students will also often need to use digital technologies to collate and construct their historical research into essays and presentations, meaning that they will be using ICTs to both consume and create ethically and safely.