Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology

Autor/inn/en	Dietrich, Trevor; Balli, Sandra J.
Titel	Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology
Quelle	In: International Journal of Instruction, 7 (2014) 2, S.21-34 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Grade 5; Learner Engagement; Technology Uses in Education; Student Participation; Elementary School Students; Elementary School Teachers; Qualitative Research; Information Technology; Familiarity; Computer Literacy; Semi Structured Interviews; Educational Technology; Handheld Devices; Student Role + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Informationstechnologie; Computerkenntnisse; Unterrichtsmedien
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. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01