Student Engagement and Voice Through Technology
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WebQuests

http://eric.ed.gov/?id=ED543594

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This particular article focuses on the use of Web Quests in learning. Researchers chose grade 4 and 5 students as their research subjects. Many of the students who participated in the study found web quests to be enjoyable and were motivated to complete them.  WebQuests promote creative and critical thinking according to the authors.

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3 Reasons Why Video Games Are Underestimated In Language Learning

3 Reasons Why Video Games Are Underestimated In Language Learning | Student Engagement and Voice Through Technology | Scoop.it
Are video games a valid method of foreign language learning? Slaying dragons and fighting epic space battles may be an entertaining way to kill some time, but it’s not what most people would associate with the process of learning a...
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This blog offers three contrite reasons why video games are an excellent way to learn a new language. Video games often place players in authentic situations. Even though many people might feel the content is too violent or inappropriate for some learners, the context however is suitable for language learning. Since you are playing a game you are highly motivated and you are focused a lot more since you can't look up a meaning of a word because you will die! This falls in line perfectly with the idea that learning a new language requires high amount of motivation. Gaming also promotes repetition since in games you die many times and you are motivated to keep trying again until you succeed. This idea can be applied to language learning as well. Also, the second point about motivation made me think about how I teach writing in my class, even though I use many pedgogically sound lessons, I still find my students were not very engaged. However,  I have been inspired by this curating assignment to use digital games to teach things like subject-verb agreements rather than just use pencil and paper tasks!

 

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ERIC - Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments, Online Submission, 2013-May

|This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To define the problem of the lack of student motivation and engagement, behaviors that were targeted included disruptions, lack of participation, homework completion, coming to class unprepared, asking to leave the class, engagement in personal interests, asking off topic or inappropriate questions, sleeping or putting the head down in class, and showing up tardy to class. These observations led the teacher researchers to document evidence of the problem through a Student Survey, which assessed students' perceptions of technology usage in and out of the classroom. In analyzing data from the Student Survey, about one third of students felt
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This article describes some common problems students have which is a lack of motivation towards school, tardiness and off task behaviour. In order to address this issue, researchers gave a classroom a variety of technologies such as iPads, iPods, laptops etc. When a technology a supported environment was created student engagement went up. and so did their motivation. However, researchers warn that just giving students a piece of technology and telling them to use it is not going to create engagement. Teachers still need to create meaningful tasks and activities related to student interests using digital tools. School boards should also offer plenty of training to teachers to help them implement digital tools in their classroom.

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Visual Narratives | Taxonomy of Digital Story Packages | kdmcBerkeley

Visual Narratives | Taxonomy of Digital Story Packages | kdmcBerkeley | Student Engagement and Voice Through Technology | Scoop.it
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This site is filled a variety of exemplars and tutorials on how to create digital narratives. I could possibly use this as a site with my students to show them examples.

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Emerald Insight | Aslib Proceedings | Playing video games: learning and information literacy

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This article foused on far-reaching positive effects of using videogames to teach language. In this qualitative study the author found teens are highly motivated to play videogames and this also applies to learning language through playing videogames. The study found exploration of text within the game and outside the game. Within the game the learners often had to decode and communicate via text/speech.During the game it was evident the learners focused on reading strategies like summarizing because they said they only read the important text to help them with the gameplay. Outside the game they engaged in creatiing paratext, text that is created in relation to the game such as forum discussions about the game, fan websites and how to guides to solve problems within the game.  The gamers even said their reading interestes were similar to the games they played. This has lots of implications in relation to second language learners! If teachers can choose games that ELL students are drawn to and are school appropriate they can set up an entire language program around it! There would be high amounts of buy in from the students!

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