Digital Natives: Fifth-Grade Students’ Authentic and Ritualistic Engagement with Technology
Journal Title: International Journal of Instruction - Year 2014, Vol 7, Issue 2
Abstract
Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty’s (2002) levels of engagement framework to explore students’ authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning. Results indicated that students were engaged in classroom learning when using technology, particularly when they had control of the technology. Control and choices inherent in the learning task support authentic engagement with lesson content more than does technology alone.
Authors and Affiliations
Trevor Dietrich, Sandra J. Balli
Keywords
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