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This paper reports on the Embedding ICT in Learning: Engaging Indigenous Students Project which assisted teachers to improve the engagement of Indigenous students by increasing their awareness of, and responsibility for, their own learning. Information and communication technology and thinking tools were integrated across the students' learning to empower them in the construction of their own knowledge. Teams of teachers from three schools with high indigenous enrolment were supported while experiencing best practice in planning and implementing learning strategies. The schools were encouraged to increase the level of effective use of ICT across the school and the teachers were encouraged to work towards 'transforming' their practice. The strategies for embedding ICT in learning in each of the schools were varied and enthusiastically received by the students. The indicators of student engagement identified by each school indicated attainment of important components of sustainability, i.e., depth, endurance, breadth, justice, resourcefulness and diversity. Project observations and evaluations to be discussed indicate that it was not just the students who became more engaged. Teachers were mentored through a renewal of their professional learning. The observation and reporting of student engagement and its sustainability is to be the focus of this paper. |
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