Student Engagement Survey
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This survey asked teachers to rate student engagement when using technology tools on a scale of 1 to 5, with 1 being the least engaged and 5 being very engaged. The majority of teachers rated their students' engagement at a 3, seeing them as averaging engaged. A few teachers rated students at either end of the scale as either least or very engaged.
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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
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Fierbaugh, Post Secondary, The art institute of atlanta
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This document provides a rubric for evaluating iPad apps for use in classroom settings. The rubric assesses apps across 6 components: relevance of content, feedback provided, user engagement, customization options, usability, and reviews of the app source/vendor. Each component is scored from 1 to 3, with 3 being most desirable. The rubric is intended as a guide to determine how well apps support academic instruction, engage users, allow customization, can be easily navigated, and are from well-reviewed developers.
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This document discusses how technology can impact tasks in different ways, including allowing for the creation of new tasks, acting as a direct substitute for existing tools with functional improvements, acting as a substitute with no functional change, and not being used at all. It provides examples of how Google Earth has redefined tasks like locating and measuring distances between places, enhanced research abilities through added layers and functions, and enabled the creation of new tasks like online guided tours.
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Teachers participating in the Innovation Spaces project, which provided iPads and Netbooks to students, were asked to rate student engagement on a scale of 1 to 5. For 3rd through 5th grades, all teachers rated student engagement at a high level of 4 or 5 for questions about participation, working with others, and asking for help. A few K-2 teachers gave ratings of 2 or 3 for participation and asking for help. Overall, the teachers reported that the technology increased student engagement at all grade levels.
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