As school districts across the country invest heavily in technology, it is important to leverage research-based best practices. Many districts/schools are embarking on similar quests to integrate technology into classrooms and engage students, yet little collaboration takes place across districts/schools to share what works and what does not. One aspect of providing solutions to districts/schools is to investigate the current body of research and synthesize conclusions from past studies.
Students who are engaged in school generally invest a substantial amount of time and effort to each task, care about their quality of work, and care about topics of future value. In an annual survey on student engagement conducted by the Center for Evaluation and Education Policy (CEEP) at Indiana University revealed that 66 percent of the students surveyed are bored on a daily basis in school, and 17 percent of students reported being bored in every class. Conversely, two percent of students reported never being bored in school. Students most frequently said the cause of their boredom was “material wasn’t interesting,” following by materials “lack relevance”. The 35 percent of students who were classified as bored reported the source of their boredom was lack of interaction with their teacher. “Projects and Lessons Involving Technology”. “Discussion and Debate”, and “Group Projects” were rated as the types of classwork that engaged students. By contrast, “Teacher Lecture” was rated the lowest with 26 percent. In instances with no teacher feedback (i.e., lecture), students are not engaged. Conversely, when students receive quality feedback, student engagement increases dramatically.