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Title: Accepting Choices: To ICT or Not to ICT - Engagement!
Contributor(s): Gregory, Susanne  (author)orcid ; Lloyd, Ian (author)
Publication Date: 2010
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Abstract: Over a period of several weeks 16 male students in a middle school were required to complete a project to measure their level of engagement using Information Communication Technology (ICT). During the lessons students were observed by the classroom teacher, two pre-service teachers and an ICT education lecturer, who assisted, photographed, videoed and interviewed students. Students were also requested to complete survey questions on three occasions throughout the project. The project required student to use anything they desired, technology or otherwise, to research and present their findings in order persuade the observers to choose their group's project. The tasks of the onlookers were to observe whether students were engaged, or otherwise, in the production and presentation of their project. The degree of engagement when using ICT is dependant on a student's ability to choose how and when to implement ICT. Engagement is the combination of feelings (emotional), observable actions or performance (behavioural) and perceptions and beliefs (cognitive). Many observations were made about the students' choice of whether to use ICT or not and this paper addresses the results of their engagement in the task.
Publication Type: Conference Publication
Conference Details: Digital Diversity: Australian Computers in Education Conference 2010 (ACEC 2010), Melbourne, Australia, 6th - 9th April, 2010
Source of Publication: Proceedings of the 21st Australian Computers in Education Conference: Digital Diversity
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130106 Secondary Education
130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
Socio-Economic Objective (SEO): 930201 Pedagogy
930102 Learner and Learning Processes
930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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