A Two-Year Case Study of High School Student Engagement and Learning With Technology

• In Event: Roundtable Session 23
  In Roundtable Session: Qualitative Insights Into How Technology Influences Classrooms and Schools

Abstract

: In this two-year case study, the relationship between high school student engagement and learning with technology was examined. Data collection included surveys, interviews, focus groups and classroom observations. We found that while teachers are enthusiastic about technology, they tend to design low level, low challenge recall assignments and tests for students. Student interest in technology is high, but student engagement in learning tends to be low, which can be explained in part by instructionist pedagogies. Implications: teachers require specific professional learning opportunities to create and utilize participatory pedagogies; school / district leaders need to create a shared vision for technology enhanced, participatory learning cultures in high schools; At the systemic level, decision-making has to be research informed.

Authors

• Sharon Friesen, University of Calgary

• Michele Jacobsen, University of Calgary

• Jason Scott Daniels, University of Alberta

• Stanley J. Varnhagen, University of Alberta