*Faculty of Theology and Philosophy, Australian Catholic University, Melbourne, Australia **Educational Officer for Catholoic Education Melbourne
Έκδοση / Published: Τόμος 2ος, Τεύχος 2ο [ Οκτώβριος 2019 ] / Vol. IΙ, Issue 2 [ October 2019 ]
Σελίδες / Pages: 29-45
Κατηγορία / Category: Άρθρο με διπλή κριτική αξιολόγηση / Peer-reviewed article
Πλήρες κείμενο / Full text: PDF [ Downloads: 296 ]
Περίληψη / Abstract
This article explores how teachers use ICT-enabled learning to engage students in classroom learning. These insights are drawn from a broader qualitative case study which sought to identify key factors that engaged year 5/6 students (aged 10-12 years) in religious education (RE) classes. The case consisted of six composite classes of Australian upper primary school students (combined classes of year 5/6) and their teachers. Semi-structured and focus group interviews as well as a series of direct classroom observations were employed to gain insights into how ICT-enabled learning fostered student engagement. The findings from this study suggest that ICT-enabled learning may facilitate cognitive engagement in situations where teachers adopt a student-centred pedagogy. This study suggests ways in which teachers might foster student engagement through ICT-enabled learning by participation in open tasks, peer learning interactions and global learning connections.
Λέξεις κλειδιά / Keywords
ICT-enabled learning, cognitive engagement.
Βιβλιογραφική αναφορά / Reference:
Buchanan, M.T. & Lacey, A. (2019). Using Information and Communication Technology (ICT) to Facilitate Cognitive Engagement. Θρησκευτική Εκπαίδευση / Greek Journal of Religious Education, 2(2), 29-45, DOI: 10.30457/031120193
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