ABSTRACT
This paper reviews the issues of authenticity in learning and educational technologies. Instead of undermining the authenticity of schools or communities of learners (CoLs), we acknowledge schools as having equally legitimate authenticities compared with communities of practice (CoPs). Founded on such an argument, we propose the role of scaffolding learners from CoLs and CoPs. A critical review of approaches to authenticity forms a major part of this paper, and a recommendation of a framework to scaffold learners from CoLs to CoPs with augmentation supports is recommended. We argue that such a process leads to innovation. We recommend an agenda for the field of CSCL to consider.
