When I reflected back and thought about what I do to make students be more

engaged in their lessons a few things came to mind. This question kept arising, so after

talking with other colleagues and doing a little research, this led me to where I am now.

Of course, this is the unique challenge with teaching, there is no “one-size-fits-all”

strategy that has led me to explore this research question. I knew there would be many

variables that came into play when studying student engagement. How technology and

other strategies will increase student engagement, brings a lot of interest for me. A

significant factor that comes up is that each student is different and has unique needs

when it comes to reading and writing. A collective mixture of strategies that occasionally

work for some students, may work for other students under different variables. Some

students are really independent and can pick up the objective the first time. Others need

multiple reminders and are easily distracted. Some students are more auditory compared

to visual learners and that needs to be considered when choosing what works best for my

students (Gardner, & Hatch, 1989) What will be the best way to give feedback to my

students on how their work habits and engagement is going? It really comes down to

knowing what your students’ needs are and how I can accommodate those as best as
possible while keeping the class moving. This will be addressed with multiple student

engagement strategies in this chapter. For example how to use technology and other

interactive strategies, constructivism and collaboration, how students learn, interactive

whiteboards and iPads, student to teacher relationships, classroom climate, how to

incorporate music into the classroom, student choice, and flexible seating.

Technology and Interactive Strategies

Technology opens the door for so many options for students to engage and learn

outside of the classroom. These articles focus on how using technology at school or

flipped lessons at home can help students learn in a different and hopefully a more

effective way. Technology has a unique way to empower students and share ideas to

fellow students to explore new knowledge for their personal learning. Having access to

unlimited information and the ability to share that research is growing and bringing

students together.

Constructivism and Collaboration

Great ideas and plans come together through hard work and collaborating with

coworkers over time. We are more connected and collaborate more than we ever have in
the past. Over the years, research and surveys have shown that teacher lectures and

joining in seminars that require students or even other educators to sit and listen for a

long period of time has changed (Barnett & Coate, 2005). Years ago lectures from an

hour to multiple throughout the day were common and there were many that students or

staff needed to be at. This was a popular way to gain information from professors or

colleagues. Nowadays there are more options listening to online seminars, podcasts or

online classes to soak up that information. We are more aware of students coming into

our classrooms with different ranges of backgrounds and skill sets. Students have

experience with technology and want it to be a part of their daily engagement (Franklin & Van
Harmelen, 2007; Oblinger & Oblinger, 2005). Rather than fight this trend, teachers

are finding ways to adapt and engage students.

Education has also been undergoing a paradigm shift moving away from

teaching-as-instruction towards student-centred learning (Jonassen, 1993; Ramsden,

1992). As a consequence, curricula have been increasingly designed around learning

outcomes rather than content (Lin & Hsieh, 2001). Focusing on individual learning

outcomes has highlighted the role of different styles of learning (Kolb, 1984). This has
necessitated college professors to review both the mode of delivery (instructive,

participative, reflective, etc.) and the form of assessment given to students, e.g. individual

or group.

When we look at how students learn there are a few different theories, including

constructivist and collaborative models. Alavi, who wrote about computer-mediated

collaborative learning in 1994 suggested that three factors are needed to promote

effective learning: ‘‘active learning and knowledge construction, cooperation and

teamwork in learning, and problem solving”. Both of these models, constructivist and

collaborative learning, incorporate these factors but with different pedagogical emphasis.

In the constructivist model, people learn best by actively constructing their own

learning: students are presented with opportunities to build on prior knowledge and

understanding in order to construct new knowledge and understanding. To be successful

this model requires learner-centered instruction: educational materials need to be

provided that helps the student to discover things for themselves rather than via passive

tuition (Lin & Hsieh, 2001). This model can be broken down in four steps. First, all knowledge is
constructed through a process of reflective abstraction. Next is the
cognitive structures within the learner facilitate the process of learning. Another is the

cognitive structures in individuals are in a process of constant development. Lastly, if the

notion of constructivist learning is accepted, then the methods of learning and teaching

must agree. O'Loughlin (1992) believed that for knowledge construction to happen

students are to think outside the box. Be inventive, try out new hypotheses, and explore

possibilities and present the best solution they can come up with.

Cooperative or collaborative learning is more hands-on and with a team. There

are projects to be built along with discussions and team accountability. According to Lin

and Hsieh (2001), the learning happens during this method when students are

collaborating and sharing ideas or thoughts to grow their understanding. This is different

from constructivism because the learning is not just researched or found, it is shared. The

more information that is shared the more learning will serve as the outcome. Learners

have prior knowledge of a topic and student participation is key for this method to be

successful.

There are a number of benefits when it comes to collaborative learning. Georgia

Lazakidou (2010) believed these are increasing student involvement with the subject
matter, enhance critical thinking skills, promote problem-solving skills between students,

and encourage student achievement and learning.

This fits well with my capstone project for a few reasons. Students are changing

the way they learn everyday. The more and more we can adapt to how students learn and

find ways to increase their engagement, we will find more success in the classroom.

Student Learning

According to Breenald (2002), there are three modalities of learning. The first is

visual learning. This includes being able to search and share information on the internet,

handwrite or type information on the board, and share pictures or videos that you or

students create. Visuals promote a student’s ability to process and organize information

(McKendrick & Bowden, 1999). This can also lead to higher level thinking because of

the challenge that the visual presents to the student (Smith & Blankinship, 2000). This is

very important to tap into and understand how students in today's classroom are learning.

Visual and auditory learning along with how parents and teachers are motivated and

involved in a child’s learning are vital for a student’s educational achievements.

sounds of words, speeches, and poems. This can also include books, music and

documentaries. The third piece of the modality learning is tactile. Being able for students

to personally and physically interact with the board can help students that are more tactile

learners (Breeland, 2002). The engagement piece is strong, especially for the younger

grades in elementary. A downside is that only one student or teacher can write on it at

once. This can lead to more wait time for other students or being uncomfortable writing

in front of their peers.

Breeland (2002) shared some insight about this as well. He continues that student

engagement is crucial for student motivation during the learning process. Parent

involvement, teacher motivation and skills, and effective use of technology are all factors

that help engage students in learning. Technology provides opportunities for teacherabout meet the
needs of students with various learning styles through the use of multiple media

(Bryant & Hunton, 2000).

These methods of student learning are very important and play a big role when

focusing on student engagement in my project. I have included multiple strategies that

technology for visual learners and building relationships and classroom climate to help

bridge the parent to teacher and teacher motivation for student success.

Interactive Whiteboards and iPads

One form of technology that hit a strong popular streak was in the early 2000’s

with interactive whiteboards. These are SMART whiteboards that students can write and

move words, numbers and pictures to help educate and interact. The ability to write,

share and surf the web all on this screen while students could see and interact was great.

The one big downfall was that this was one board and with multiple students in the room

it wasn’t always easy for each student to be engaged.

Another transformative device that has been integrated in the classroom is the

iPad. The iPad was first introduced in 2010 and has been researched and investigated by

many professionals and educators about its use in education. Overall feedback was

optimistic and positive, but students did not really feel there was much more improved

learning happening in the classroom. Another initiative happened in a US graduate

management program. Hall and Smith (2011) described it as while learning outcomes
were not significantly improved, student convenience and flexibility were enhanced,

along with aspects of environmental sustainability. A third study provided feedback tabout the needs of
students with various learning styles through the use of multiple media

(Bryant & Hunton, 2000).

These methods of student learning are very important and play a big role when

focusing on student engagement in my project. I have included multiple strategies that

will fall into these learning styles for students. For example music for auditory learners,

technology for visual learners and building relationships and classroom climate to help

bridge the parent to teacher and teacher motivation for student success.

Interactive Whiteboards and iPads

One form of technology that hit a strong popular streak was in the early 2000’s

with interactive whiteboards. These are SMART whiteboards that students can write and

move words, numbers and pictures to help educate and interact. The ability to write,

share and surf the web all on this screen while students could see and interact was great.

The one big downfall was that this was one board and with multiple students in the room

it wasn’t always easy for each student to be engaged.

iPad. The iPad was first introduced in 2010 and has been researched and investigated by

many professionals and educators about its use in education. Overall feedback was

optimistic and positive, but students did not really feel there was much more improved

learning happening in the classroom. Another initiative happened in a US graduate

management program. Hall and Smith (2011) described it as while learning outcomes

were not significantly improved, student convenience and flexibility were enhanced,

along with aspects of environmental sustainability. A third study provided feedback about an exam in
Canada (Hall & Smith, 2011). Even though the students enjoyed the idea of

using the iPad and saving a significant amount of paper resources, students still felt

uneasy about the extra stress it could cause while grading and submitting as well as

unreliable internet.

On the other hand, Mango (2015) reported increased retention and performance in

mathematics with students using a tablet. A few reasons being that students could

research content and videos from the internet and find audio files of instructors

reteaching the content. This can lead to deeper understanding and practice in or outside of
the common classroom. Extended directions or examples that could not be shared with

just a piece of paper. This has been proven not only in the United States, but in other

countries all over the world. We are seeing an increase with 1:1 iPads in classrooms and

it looks like they are here to stay.

As our society becomes more and more driven with technology, education will be

right alongside it. Ever since I can remember stepping into a school in the mid 90s,

computers and technology have played a role in education. From the early Apple

computers with a floppy disk to the touch screen iPads we are using now, schools

continue to find any way to help engage students.

Technology is such an amazing tool for students to have access to in the

classroom. It opens so many opportunities for students to ask questions and search to find

answers. In my project students will be using technology to help communicate their

thoughts and ideas with me and their peers. They will also be using multiple websites to

help gain more knowledge about the task at hand.

Student-Teacher Relationships

There are many different ways to interact and motivate students. As teachers, we
are in constant practice working with children to build those relationships. Students'

home environments are all unique in certain situations so the first step is to build a

positive and safe relationship with the child to help in any way we can.

Building strong relationships between parents, teachers and students is one of the

first steps in having a successful school year (Finn,1989). Teachers need to set the

expectations for the students, while the parents and teachers work together for the

common well being of the student. Student engagement is not all about academics.

Research has been conducted about school completion compared to dropout rates because

of student engagement. The Participation–Identification Model, created by Finn (1989)

was a theory set up by crucial variables for students to be engaged and successful in

school. In general, if you participated and had some successes or feeling of

accomplishment you would more than likely complete school and graduate.

Classroom Climate

Classroom Climate has so much to do with how successful a classroom of

students can be. Each day is a different challenge, but that is where the professional

techniques and strategies come into play. I like how some of these articles focus on the
pedagogy side of student engagement. It is not just a teacher’s job to help students learn,

but to actively strengthen their capacity to learn. It lays out that there are gaps in

engaging students, but there are ways to help shrink that gap.

Classroom climate can be defined as a cumulation of many students' feelings

about each other and the teacher (Graham, & Gisi, 2000) It is a reflection of students’

opinions of their academic experience and their struggles from class to class. How does

this all fit together on a minute to minute or month to month basis? The relationships

built and shared in a classroom over time is the foundation of classroom climate

Student Choice

Giving students choices can be a great way to motivate them in the classroom and

adapt to their individual learning styles. It can empower and make them feel more

responsible for their learning (Kohn, 1993). When students notice that there is a choice

available it begins to build trust with the teacher and the students will more than likely

work harder toward that goal (Kohn, 1993).

Student choice is considered to have a similar set of benefits to those associated

with personalized learning (Kohn, 1993). It is such a great way to help motivate and
engage students if it is a favorite or least favorite lesson. This empowers the students and

builds trust between them and the teacher, which leads to more involvement during the

discussion or activity. They get to choose topics that they are passionate about and want

to learn more about. Another benefit of a more personal learning structure can also help

implement strategies for at-risk students. In 2014, Hanover researchers shared from their

conclusions that students will experience an overall greater personal well-being if they

perform high in the academic environment Studies have found that students given a

degree of choice about their learning showed improvement on standardized tests.

Flexible Seating

Utilizing the option of flexible seating can make a big difference in how a student

is engaged in a lesson (Espey, 2008). Not only could it help a student be more connected

to the task at hand, but it could also play a role in how they communicate with others,

their body language and even how they feel about themselves.

According to Espey (2008), student learning may be impacted by various physical

characteristics of their learning environment, not by which is the chair or seating style. In
fact ergonomically correct chairs and seating styles have been found to be a really

important element in the classroom environment.

Music

Using music in the classroom can change the way students focus and relax during

work time. There are so many different genres or motivators when it comes to music.

Many students enjoy music during work time so if that can be integrated in the lesson that

can show some positive effects (Ritter & Ferguson, 2017)