When I first introduced my students to my 2:1 eMINTS classroom I thought my students would really love using computers to learn. I spent a lot of time teaching how to use them, how to keep them running (Windows...) and eventually how to access information with them. My students were very, very engaged. They weren't, however, engaged in the content I was supposed to be teaching.
Don't get me wrong, I am a slow learner. It took me a long time to figure it out. Their behaviors met my engagement checklist:
- Were they active? Check
- Were they excited? Check
- Did behavior problems decrease? Check
The problem was I forgot the real purpose of the technology, which was to make it easier for me to give my students great lessons to learn the school's curriculum. Notice that wasn't on my list?
Over the years I have noticed that students are very engaged when introduced in new technology. More often than not the engagement is with the tool though and not the content being taught. The truth is, until the technology, hardware or software, is less 'new' the students will be more engaged in the tool than what they need to learn from the content.
Once again I will point out, new technology is no substitute for great lessons.
Interesting point of view. I would argue that when you give the students the right to choose what they want to learn about the engagement level stays high. If you are trying to teach curriculum but merely substituting your paper and pencil lesson for one on the computer it will never work. We discuss what they need to learn from the curriculum and then they dig into it with their own ideas. We all share in the end with fabulous discussions. This is where true learning takes place.
ReplyDeleteI agree, the motivation should come from other places than the hardware or software. I agree with your statement about moving the same lesson from pencil/paper to the computer and expecting more engagement. That just is not realistic. Thanks for the comment.
DeleteActually, I think it sometimes is effective to change the medium. A student might find a concept more engaging if it is integrated into a media he or she can relate better. I'm thinking of the student who might find simple machines a senseless topic till they get to design a trebuchet that works. I have motor challenged students who struggle with printing, but become engaged with writing through word processing.
ReplyDeleteComputers/tablets are great for adaptive tools for lots of kids. I advocate that students should have opportunities to use those tools as well as more 'traditional' tools. In the end, it is what the students are learning and doing with that learning that will make the difference in engagement toward the content.
DeleteSo it took me a while (and one failed attempt at posting this comment) to figure out what bothered me about the post since I agree with everything in it. Then I realized that it's the title. I think that if students are active, excited, and not causing trouble they are engaged. Instead what I think the title of the post should be is A Case Against Expecting New Technology to Drive Learning. I think you prove that quite eloquently.
ReplyDeleteThanks Lane, I struggled a lot more than usual to come up with a title. It was important to use the word engagement because I was seeing (again) too many people tweet about technology improving engagement. It just drives me crazy.
DeleteHey Mr. Chamberlain,
ReplyDeleteI am a student in EDM310 at the University of South Alabama. In EDM310, I have learned, what seems like hundreds of ways, to integrate technology into the classroom, and at first, I will admit, I was a little hesitant to the idea. However, the more I learn about it, the more excited I am to integrate technology into my own classroom one day. I completely agree with you post. The excitement of new technology and new ways of learning should never over power the value found within a good lesson plan.