ACEC2010 abstract
Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects
The positive relationship between student engagement and achievement is well documented, but the nature of this engagement is less-widely considered and narrowly defined. This project investigated the levels of behavioural, emotional and cognitive engagement of students in a technology-rich learning project. A class of 22 Year 3 students, one participant-observer classroom teacher and two pre-service teachers embarked on a term-long project to create video documentaries of important people in their school. During the project, the teaching team and students periodically recorded observations and reflections on levels of student engagement. The researchers found that student cognitive engagement peaked during times that were unexpected, challenging teacher pre-conceptions. This research documented a variety of ways in which engagement can be conceptualised and measured in technology-based learning experiences. The research also indicated the importance of including tools for student reflection throughout learning projects to detect and document changes in cognitive engagement.
AATE/ALEA 2010 abstract
Classroom literacy learning has moved beyond paper-based reading and writing experiences, with conventional text types appropriated using digital media. Information reports, for example, can now be composed as video documentary, wiki or website, among other digital expressions. LINKING SENTENCE STATING ISSUE. This research explored the literacy learning needs of primary students engaged in a social studies project culminating in video documentary making. A collaborative trio of classroom and pre-service teachers as observer-participants worked with a class of 22 Year 3 students to create a whole-class documentary. It was found that a wide range of literacy skills and background knowledge was needed in order to complete the documentary. However, it was found students needed assistance with thinking about audience perspective, as well as ways in which documentaries differed in terms of structure from other informational text types. It was also discovered that the editing process from draft to final product was fundamentally different to other text types students had become accustomed to. The results point to the need to further explore the similarities and differences between conventional and contemporary text-type representations and how they are approached in the classroom.
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1. State the problem and why it is under investigation.
2. State the participants and their characteristics.
3. Give a brief overview of what was done.
4. State the main result.
5. State what the results indicate
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Engagement
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