Paper #1: negative engagement for undergraduate students

Paper #2: positive effect to support, extend, and enhance student learning in math (preschool-
year 12, public/private/catholic school, varying sec and geographic areas)

Research question:
In what ways does technology-related practice promote student engagement with mathematics?
Social constructivism: rely on participants’ view

Method 1:
- Qualitative (survey)
- Undergraduate, Australian students
Method 2:
- Qualitative multiple case (10) study approach
o In-depth, range of contexts
o Within each case  cross-case comparison
- Australian school
- Class observation, semi-structured interview,

Definition of engagement 2:

definition of engagement applied in this paper: the coming together of affective, cognitive, and operative di- mensions that results in students
valuing and enjoying school mathe- matics, and connecting schools mathematics to their own lives

Results 1:
- Distraction (self and by others)
- Disruption: technical failures ( technical misfortune and/or incompetence of
lecturers and tutor)
- Difficulty:
o on-going hindrances
o additional time incurred when carrying out tasks online as
opposed to their offline equivalents. 
o university’s learning management system
- Detriment
o unsatisfactory use of PowerPoint highlighted
o the interpersonal relationship
o some learning opportunity lost – focus goes onto computer
screen’ (1638).

Discussion 1:
 - digital technology failing to ‘fit’ around students’ expected modes of
‘doing university’ and being a student.
-  our data raised the issue of diminished ‘bandwidth’ of learning
materials and online interactions, and the ‘empty’ use of digital
technology for its own sake rather than any clear pedagogic benefit
-  frustrations of having teaching staff modelling inexpert and/or
ineffectual uses of digital technology in their teaching. 
- digital technology was amplifying and exacerbating unhelpful
behaviours amongst other students (
Conclusion 1:
- technology use in the university context is inevitably complicated,
‘messy’, ambiguous and not wholly satisfactory. 
- no straightforward ways of fully remedying this situation
- support teachers and tutors in becoming more proficient and/or
inspiring in their own uses of technology.
- developing student and staff ‘digital literacy’ need to address more
than technical skills and functional know-how 
-