OC) Wlkyedorg itp tine. kg orgdmindshii201 6101 4fnov-to-delermine-f-studenl-engagementis-lecding,to learning! Hi ow to Determine if Student Engagement is Leading to Leeaming Mir Abi Excerpted from the book, “UnCommon Learning: Creating Schools That Work for, Kids," by Eric Sheninger, puaished by Corwin, 2075. Enciagement Does Not Always Equate to Learning No matter where lam, whether itis a physical location or virtual, | em always hearing conversations sbout how technology can be used to engage students effectively. This is extremely important as the mejority of sttrctonts spend! six to eighthours a day in schools where they are completely disengaged. | for one cain't blexne ‘odlay's learner for being bored in schoo! when t all have to da is obgerve my own son at home pla ying ltinecreft to see firsthand his high level ofengegement. His Minecraft experiences provide meaning anci felevencs in an environment thet is intellectually stimulating but, more important, fun, Schools ancl edie cators would bs wise to take cucs from the reel world and meke concerted efforts to integrate technology witts the purpose to inorease student engagement. Engagement, efter all is the impetus for learning in my opinion, Hickclen Curriculum (2014) provicles the following definition of engagement In education, studant engagement refers to the degree of attention, curiosity, interest, ‘optimism, and! passion thet students show when they are leaming or being taught, which extends to the level of motivation they have to lear and progress in their education, Generally speaking, the concept of “student engagement” is prodicated on the bolief that Jeaming improves when siudents are inquisitve, interested, or inspired, and that leaming tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.” Sironger student engagement or improved stucient engagement are common instructional objectives expressed by educators. ‘The last line in this description elicits a great deal of concem for me. With or without technology, there alwaiys seems to be a great deal of emphasis on siucent engagement, but the fact of the matter is that engagement does not necessarily equate to leaming, | have observed numerous leszons where students were obviously engaged through the integration of tachnology, but there was no clear indication that students were leaming. Having fun, collaborating, communicating, and being creative are all very important elements that should be embeded elements of pecagogically sound lessons, but we must not lose sight of the importance of the connection to, and evidences of, learning. Thus, stuclents can walk away from a lesson or activity having been very engaged but with very litle in the form of new knowletige construction, ‘conceptual mastery, or evidence of applied skills. When speaking at events | often ask leaders and teachers how they measure the impact of technology on leeming. More often than not | receive blank stares or an open admission that they have no idea, The allure of engagement can be blinding as well as misleading,4 OOO eG, Shocingar itis so important to look beyond mers student engagement wien it ‘comes io technology. Ifthe emphasis is on digital learning, we must nat get caught up in the bells ancl whistles or smoke enc! raltrors that are cormmonly associated with the digital aspect alone. Engagement shouls always translate into daeper learning opportunities where technology provides students the means to think eritically and solve problems whi derionstrating what they know and can do in a variety of ways. “Technology should be implernerttad to increase engagement, butthat engagement must lead to support, enhancement, or en increase in etuclent learning. It should not be used as @ clgital pacifier or gimmick to get students to be active participants in class. With technology there should be a focus on active learning where students are doing, Here are some questions that will assist in cletermining if engagement is leading to actual learning: + 1s the technology being integrated in # purposeful way, grounded in sound pedagogy? + What are the learning objectives or outcomes? + Are students demonstrating the construction of new knowledge? Are they creating a leaming product or artifact? + How are stucients applying essential skills they have acquired! to demonstrate conceptual mastery? + What assessments (formative or surmmative) are being used to determine standard attainment? « How are students being provided feedback about their progress toward the specific leaming objectives or outcomes? +s there alignment to current observation or evaluation tools? Engagement, relevance, and fun are great, but make sure there is observable evidence that students are fearning when integrating technology. Excerpied from the book, "UnCommon Leaming: Creating Schools That Work for Kids” by Eric Sheninger, published by Corwin, 2075. He is a Senior Fallow ancl Thought Leeder on Digite! Leacorship with the Intemational Center for Leadership in Education (ICLE). Prior ia this he was the award-winning principel et New Milford High School. You ean follow him on Twitter al @E_Sheninger. Explore: Big Ideas, student engagement 2. Comments Related Educator: Lifelong Learner, Advocate for Progress: Beyond Academics: What @ Holistic Approach to Leaming Could Look Like How to Reinvent Project Based Learning to Be Nore Meaningful Inthe Bustling, Interactive Classroom, A Plece for Digitai Games ‘The Velue of Gonnaciing the Dois to Create "Real Learming”