APST 3.4
Select and Use Resources
INTRODUCTION
Per AITSL, at the graduate level, teachers should implement diverse ICT resources to enhance student engagement in learning (AITSL, 2010). With the growing number of distractions, including those posed by technology, it is now more important than ever to facilitate student engagement. This may be defined as how invested students are in their learning, classes, and each other (Axelson & Flick, 2011). Student engagement involves participation, cooperation with peers and teachers and interest in the topic, and may incorporate behavioural, cognitive and emotional aspects.
Per AITSL, at the graduate level, teachers should implement diverse ICT resources to enhance student engagement in learning (AITSL, 2010). With the growing number of distractions, including those posed by technology, it is now more important than ever to facilitate student engagement. This may be defined as how invested students are in their learning, classes, and each other (Axelson & Flick, 2011). Student engagement involves participation, cooperation with peers and teachers and interest in the topic, and may incorporate behavioural, cognitive and emotional aspects.
Types of engagement
Engagement involves several spheres (see image to the right, Emory University, 2024). Behavioural engagement includes the observable indicators that a student may be invested in their learning, such as engaging in class discussions and completing assigned work (Fisher & Frey, 2021). Cognitive engagement is about the mental effort put into learning and understanding content, and the level of understanding achieved, whereas emotional engagement is how students feel about their learning, whether it be eager to learn or relate to existing knowledge (Fisher & Frey, 2021).
ICT resources in the classroom
ICT tools can be utilised to encourage students to access the higher order thinking skills from Bloom’s Taxonomy (Lim et al, 2003). In my experience, this is particularly true for ‘creating’, thus providing a more cognitive engaging learning experience. A 2015 study showed that having students create and use multimodal pieces, such as podcasts or documentaries, engage them more in learning by providing a more enjoyable experience (Morgan). Further, projects such as these may appeal and cater to diverse learners, as opposed to holding a class debate, which may be intimidating for some students.
I implemented this strategy on practicum, students created a short documentary (5-10 minutes). Students used iMovie as a creating digital resource. The aim was to enhance cognitive and emotional engagement by getting students interested in the content and method of presentation. I found this to be largely effective and found students to be enjoying the project and class. Importantly, students were shown a relevant documentary prior, which increased effectiveness and relevance of the task.
A University of Melbourne study summarised that students are more engaged with technology media rather than traditional forms at home, thus it is encouraged to implement multimodal and digital literacy practices within classrooms to greater engage students (Molyneux & Godinho, 2012). A resource that I did not implement on practicum, however, I think would be beneficial in a history classroom is, ‘Today in history’ or a similar program. This is a digital instructing and starter resource, thus differentiating it form creating tools such as iMovie or Canva. The website gives quotes, images and facts for each day in history. It could be utilised at the start of lessons or as a short brain break, appealing mainly to emotional engagement.
I implemented this strategy on practicum, students created a short documentary (5-10 minutes). Students used iMovie as a creating digital resource. The aim was to enhance cognitive and emotional engagement by getting students interested in the content and method of presentation. I found this to be largely effective and found students to be enjoying the project and class. Importantly, students were shown a relevant documentary prior, which increased effectiveness and relevance of the task.
A University of Melbourne study summarised that students are more engaged with technology media rather than traditional forms at home, thus it is encouraged to implement multimodal and digital literacy practices within classrooms to greater engage students (Molyneux & Godinho, 2012). A resource that I did not implement on practicum, however, I think would be beneficial in a history classroom is, ‘Today in history’ or a similar program. This is a digital instructing and starter resource, thus differentiating it form creating tools such as iMovie or Canva. The website gives quotes, images and facts for each day in history. It could be utilised at the start of lessons or as a short brain break, appealing mainly to emotional engagement.