Engagement Theory

"The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. Technology can facilitate engagement in ways which are difficult to achieve otherwise" Kearsley & Shneiderman (1999). The Engagement Theory is based around providing students with opportunities to work collaboratively on authentic real life tasks that students can relate to. The purpose of this theory is to enagage students in active cognitive processes such as creating, problem solving, reasoning, decision-making, and evaluation (Kearsley & Shneiderman 1999).

Engagement Theory has three principles as follows;

1. Relate component: Emphasises team efforts that involve communication, planning, management and socials skills. This area focusses on students working colloboratively together as students are forced to clarify and verbalise their problems with each other. By having students work in teams it gives them the opportunity to work with others that they would usually would not. It provides motivation and engagement for students as they are all working towards a common goal.

2. Create component: Empahasises collaborative learning through activities that are creative and purposeful. Students create their own projects in groups and define the project and context they are working in. Through this students take control of their learning and participate in activities that they are interested in. They will be engaging themselves in learning.

3. Donate component: Emphasises the importance of students making a useful contribution while learning. They are able to see that they are not just doing a project because they have to but more importantly it is being produced for someone. For example students are to create a brochure using ICTs that promotes their local community to tourists.

I have looked at various other frameworks such as the Big6 but I have chosen to focus on the Engagement Theory as I believe in the benefits of collaborative learning and authentic tasks.

I think the reason why I relate to this framework so well is it's similarities in some areas to Marzano & Pickerings Dimensions of Learning (1997). I have chosen these similarities:

Dimension 1: Structure opportunities for students to work with peers.

Dimension 1: Create classroom tasks that relate to students' interests and goals.

Dimension 2: Create opportunities for students to figure out the new information for themselves.

ICTs are exciting and engaging for students and I believe that is therefore important for students to share this with each other. It is much more meaningful and worthwhile to share learnings with your peers. Also by working collaboratively students are developing peer relationships and support networks that will benefit them into the future. By incorporating areas of the Engagement Theory and Dimensions of Learning, students will be provided with an exciting, engaging, creative classroom where they can best learn.

References

Kearsley, G., & Shneiderman, B. (1999). A framework for technology-based teaching and learning. Retrieved August 12, 2010, from Engagement Theory: http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R. J., & Pickering, D. M. (1997). Dimensions of Learning - Teacher's Manual. Denver, CO: Midcontinent Regional Educational Laboratory.