EDU 6215 Post #2: Digital Natives: Fifth -Grade Students' Authentic and Ritualistic Engagement with technology.
This article questions to what extent are students truly engaged by technology driven lessons. While studying the effects of technology in the classroom and through a variety of interviews of 5th grade students, there are 2 different forms of engagement tendencies that these children fall under.
1. Authentic Engagement: Where students understand the importance of what he or she is learning and finds it meaningful.
2. Ritualistic Engagement: Although the visual observation of ritual engagement is similar to authentic engagement, the meaning behind the engagement is different. In this situation, students are engaged in the technology activity for reasons other than the learning content. For instance getting to "play" on the ipad.
The Study
The study consisted of 34 5th graders, there was a mixture of students from public and private school, several students were second language learners and various ethnic backgrounds. Some of the questionnaires were verbal where as some were essay questions.
The results
Overall students admitted that they were more engaged with technology with in the lesson but of course there are a few exceptions with in the different types of tools used and how they are used.
Whiteboards
Many of the students mention that they like when the teachers use the Whiteboard because they often have a chance to use it themselves, but seldom do the students mention their actual interest in the content of the lesson. One student mentioned that she likes using the whiteboard because it helps her pay attention more. In contrast, Whiteboards were not as desired when used for a lengthy time in a lesson, some of the students felt they would just think about when they were able to use the board themselves.
iPads
Some students mentioned that using ipads keep them excited about learning because it provides an opportunity for "independent time to actually find out for yourself".p.25 Furthermore they recognize that the ipad can be used for a variety of subjects. Those students who became more engaged because they are aware that there will be others who view the results of the ipad activity fall under the Authentic Engagement. On the other hand teachers who use the ipad for reward purposes may encourage a ritualistic form of engagement.
Computer
The students' opinions turned out to be very similar to the ipad. During test taking or assignments on the computer, students' felt they benefited from viewing their test results in real time. They even enjoy the use of making PowerPoints to show their understanding and research on a topic.
Proficiency
Both teachers and students mention the frustration with the lack of experience with certain tech tools or how to integrate tech with lessons effectively.
Conclusion
The results of the study show that these digital natives are more likely to become authentically engaged with technology when 3 options are included: control, choice and real-world tasks.
1. Authentic Engagement: Where students understand the importance of what he or she is learning and finds it meaningful.
2. Ritualistic Engagement: Although the visual observation of ritual engagement is similar to authentic engagement, the meaning behind the engagement is different. In this situation, students are engaged in the technology activity for reasons other than the learning content. For instance getting to "play" on the ipad.
The Study
The study consisted of 34 5th graders, there was a mixture of students from public and private school, several students were second language learners and various ethnic backgrounds. Some of the questionnaires were verbal where as some were essay questions.
The results
Overall students admitted that they were more engaged with technology with in the lesson but of course there are a few exceptions with in the different types of tools used and how they are used.
Whiteboards
Many of the students mention that they like when the teachers use the Whiteboard because they often have a chance to use it themselves, but seldom do the students mention their actual interest in the content of the lesson. One student mentioned that she likes using the whiteboard because it helps her pay attention more. In contrast, Whiteboards were not as desired when used for a lengthy time in a lesson, some of the students felt they would just think about when they were able to use the board themselves.
iPads
Some students mentioned that using ipads keep them excited about learning because it provides an opportunity for "independent time to actually find out for yourself".p.25 Furthermore they recognize that the ipad can be used for a variety of subjects. Those students who became more engaged because they are aware that there will be others who view the results of the ipad activity fall under the Authentic Engagement. On the other hand teachers who use the ipad for reward purposes may encourage a ritualistic form of engagement.
Computer
The students' opinions turned out to be very similar to the ipad. During test taking or assignments on the computer, students' felt they benefited from viewing their test results in real time. They even enjoy the use of making PowerPoints to show their understanding and research on a topic.
Proficiency
Both teachers and students mention the frustration with the lack of experience with certain tech tools or how to integrate tech with lessons effectively.
Conclusion
The results of the study show that these digital natives are more likely to become authentically engaged with technology when 3 options are included: control, choice and real-world tasks.
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