Engagement theory and technology

Engagement Theory:

A framework for technology-based teaching and learning

Greg Kearsley & Ben Shneiderman

This article starts by basically saying that engagement can be without technology, but really technology makes it better. Hmm, let's think about that a little. In Physics, yes, technology can help, but there really is no substitute for the real thing. Measuring distance, feeling velocity and acceleration, feeling force and torque, experimenting with levers, making electric circuits with LEDs of varying brightness, wave tanks and lasers...

Then, of course, there is the problem solving as the paper goes on to talk about. Yes, technology can be very useful in problem solving and helping students work towards correct answers.

Ooh, I'm skeptical of collaboration online! Personally, I think it is good to link people geographically apart, but actually getting groups to really work together with technology is another thing. I've tried to teach Physics with tute groups with group projects... it was terrible. Most groups met together or phoned each other - phones are technology I suppose! Now, these were quite small problems, 2-4 people, 2 weeks and a 2 page report.

I tell you, that is one thing about several articles that I have read that really get my goat. Saying that using technology in internal courses is better than not using technology in internal courses. Well of course! This is not really collaboration, and yes, it is more interesting, therefore more engaging. Whether technology can be used for engaging - solely technology, that is the real question.

Now, I must object to one thing... In the bulk of the article, it refers to 'authentic focus' and in the conclusion to 'non-academic focus'. Are these supposed to be the same thing? Are academic and authentic exclusive domains? In Physics, I beg to differ. It is the 'academicness' off the situation, whether it be authentic or contrived, that makes it Physics - I believe makes it interesting!