Situated Learning in High School Information Technology Management

This study examines the performance of a single information technology management (ITM) class to determine the ways in which this program manages to provide situated, authentic, collaborative, and reflective contexts that can be said to support student learning. Our aim here is not to determine what precisely students have learned, although aspects of this become clear; rather, it is to assess the extent to which the learning environment, as it relates to the claims of the situated learning literature, can be said to be indicative of situated-learning. At the same time, we also hope to provide a more complete description of service learning than is typically available.