Skip to main content

Engaged learning 5.3.4

Learner engagement is key for effective learning to take place. Learners are engaged not only when we see participation, activity, use of a piece of technology here and there but when, after evaluation of the engagement process, we are able to note without reason to doubt that there is:
Creativity; critical thinking which generates new ideas and opinions/questions; application of knowledge to solve real problems in the local and global communities; collaboration between learners to create new and relevant content using a series of platforms e.g. google docs; ability of the learner to evaluate themselves in a series of tasks that the teacher gives from time to time. To mention but afew. These and a lot more can be used gauge effectiveness of learner engagement.

Much as presence of technology in a lesson in itself is not proof of learner engagement, the role of technology in ensuring learner engagement cannot be down played. Phones have been used by teachers to engage learners through platforms like twitter when they (teachers) allow the learners the freedom to share their thoughts out in a feed and the feeds (at times) are displayed for general follow up and follow through by colleagues via a display screen in class. This enables learners who would have hesitated to raise their hands and make their contributions to ably participate and have their say in the classroom. Polleverywhere has been used for a similar function. Kahoot - a popular tool for quizzing the learners and giving them live display of their score (with complete anonymity) - allows learners to evaluate and assess themselves in real time and with passion.
Limitations of technology as an engagement tool comes to light when we fail to control it and it causes the learners revert back to their default noneducational activities. The teachers therefore have to play the umpire role as technologies are introduced in the classroom. With proper supervision, planning and design of lesson activities by the teacher the ways in which we can use technology to enhance learner engagement are unlimited.

Comments

Popular posts from this blog

Insight into my project work 6.2.4

In an attempt to state the curriculum objectives of the project with specific 21st Century skills and higher-order skills, I have written down the following: Objectives: Identify aquatic organisms in a water sample. (curriculum) Use sampling and counting techniques to estimate population size. (curriculum) Collaborate in groups to agree, with substantial reasoning, on the most appropriate sampling method to apply for each of the different water samples to be taken.(21st Century skill) Critically examine data on numbers of micro-organisms in the different samples and, considering other environmental factors observed, draw a conclusion about the patterns. (21st Century skill) Create a blog with content compiled by all learners, containing details of the story of the entire project, the observations made and the conclusions/hypothesis deduced.  (higher order thinking) Together influence the community to implement workable solutions which either guarantee the safe use of drink...

Research proves that children can perform better if teachers expectation of them is higher

Robert Rosenthal and Lenore Jacobson's study showed that, if teachers were led to expect enhanced performance from children, then the children's performance was enhanced. This study supported the hypothesis that reality can be positively or negatively influenced by the expectations of others, called the observer-expectancy effect. Rosenthal argued that biased expectancies could affect reality and create self-fulfilling prophecies. All students in a single California elementary school were given a disguised IQ test at the beginning of the study. These scores were not disclosed to teachers. Teachers were told that some of their students (about 20% of the school chosen at random) could be expected to be "intellectual bloomers" that year, doing better than expected in comparison to their classmates. The bloomers' names were made known to the teachers. At the end of the study, all students were again tested with the same IQ-test used at the beginning of the study....

My links for 4.6.3

Hello Group! I have tried to comb through the internet for websites that will provide support in determining the best digital literacies education strategy for a school. Kindly look through and share with me your opinions. http://www.teachthought.com/technology/63-things-every-student-should-know-in-a-digital-world/ http://www.opencolleges.edu.au/informed/features/digital-literacy-skills/ http://www.futurelab.org.uk/resources/digital-literacy-across-curriculum-handbook http://classroom-aid.com/educational-resources/digital-literacy/ http://www.edweek.org/tm/articles/2014/10/29/ctq_crowley_digitalliteracy.html http://rpsconnected.rbe.sk.ca/2013/04/no-lights-no-camera-but-lots-of-action.html https://www.commonsensemedia.org/educators/curriculum http://swgfl.org.uk/magazine/Waving-Silently-Technology-and-Self-Harm http://www.digital-literacy.org.uk/Home.aspx https://www.commonsensemedia.org/educators http://unesdoc.unesco.org/images/0021/002144/214485e.pdf