{"id":169,"date":"2017-05-20T10:52:10","date_gmt":"2017-05-20T17:52:10","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/?p=169"},"modified":"2017-05-20T10:55:56","modified_gmt":"2017-05-20T17:55:56","slug":"engagement-learning","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/engagement-learning\/","title":{"rendered":"Engagement = Learning"},"content":{"rendered":"

Does engagement actually equal learning?<\/strong><\/p>\n

\"\"<\/a>While perusing Flipboard<\/a>\u00a0, an article called \u201cHow to Determine if Student Engagement is Leading to Learning<\/a>\u201d caught my interest. Its main focus is how it is common to hear educators discuss the use of technology in both physical and virtual classrooms to engage students. The effectiveness of technology to increase learning is drawn from the 21st<\/sup>century student context. Put some technology in front of a student and they are sure to learn, right? After all, they love technology.<\/p>\n

\u201cIn education,\u00a0student engagement\u00a0refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.\u201d<\/span><\/p>\n

(The Glossary of Education Reform<\/a>, 2014, Student Engagement)<\/em><\/span><\/p><\/blockquote>\n

Students can be engaged in a class \u2013 collaboration, creativity, and fun can all be evident \u2013 but how can you tell if learning is actually occurring? Where is the evidence? Students \u201ccan walk away from a lesson or activity having been very engaged but with very little in the form of new knowledge construction, conceptual mastery, or evidence of applied skills\u201d (Sheninger, as cited in Mindshift<\/a>, 2016).<\/p>\n

It is critical that educators do not just use technology as a means of getting students to have more fun or think more positively about a lesson without designing the use of the technology to also enhance the learning process. Visible evidence is needed in order to justify the use of technology in an academic setting \u2013 both physical and virtual.<\/p>\n

Using an instructional design model that is based on the integration of technology is one way to help ensure that the technology being implemented both engages the students, but also helps them to take away new knowledge and skills. One such model that is currently being advo\"SAMR\"<\/a>cated for in the 21st<\/sup>century teaching and learning<\/a> context is SAMR<\/a> (Puentedura, 2006). This model provides four methods of incorporating technology into the design of a program. Each method is connected to an aspect of Bloom\u2019s technology<\/a> and moves from lower to higher order thinking. It is at the\u00a0two higher levels that meaningful learning takes place, and being able to recognize these levels in one\u2019s own design process is important.<\/p>\n

So to<\/strong> correct my title\u2026it should read:<\/strong><\/p>\n

Learning = Engagement + Design (meaningful technology integration)<\/p>\n

References
\n<\/strong>The Glossary of Education Reform. (2014). Student engagement. Retrieved from https:\/\/edglossary.org\/student-engagement\/<\/a><\/span><\/p>\n

Mindshift. (2016). How to determine if student engagement is leading to learning. Retrieved from https:\/\/ww2.kqed.org\/mindshift\/2016\/01\/14\/how-to-determine-if-student-engagement-is-leading-to-learning\/<\/a><\/span><\/p>\n

Puentedura, R. (2006). A model for technology and transformation [pdf]. Retrieved from https:\/\/hippasus.com\/resources\/sweden2010\/SAMR_TPCK_IntroToAdvancedPractice.pdf<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Does engagement actually equal learning? While perusing Flipboard\u00a0, an article called \u201cHow to Determine if Student Engagement is Leading to Learning\u201d caught my interest. Its main focus is how it is common to hear educators discuss the use of technology in both physical and virtual classrooms to engage students. The effectiveness of technology to increase … Continue reading “Engagement = Learning”<\/span><\/a><\/p>\n","protected":false},"author":45,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,1],"tags":[19,38,37,27,35],"class_list":["post-169","post","type-post","status-publish","format-standard","hentry","category-lrnt521","category-uncategorized","tag-21st-century-learning","tag-digitallearning","tag-engagement","tag-lnrt521","tag-samr"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/posts\/169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/users\/45"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/comments?post=169"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/posts\/169\/revisions"}],"predecessor-version":[{"id":174,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/posts\/169\/revisions\/174"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/media?parent=169"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/categories?post=169"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0004\/wp-json\/wp\/v2\/tags?post=169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}