Engagement Theory

The Engagement theory states that the best way to accomplish learning is through meaningful engagement by the students with the material through group interaction, and tasks.  The principles of the engagement theory do not implicitly state that technology MUST facilitate the learning, however Kearsley and Schneiderman acknowledge that the theory is intended to be applied towards technology based learning.   Greg Kearsley and Ben Schneiderman developed this theory in 1999. 

I selected this topic because aside from the technology component, the basic principles relate directly to my job as a soccer coach.  Since I’m not a teacher, it is difficult for me to relate some of the theories to the classroom because I haven’t yet had the opportunity to apply these theories in the real world.  In  other words, I haven’t had a chance to learn these theories “experientially” yet. 

A soccer field is my classroom and the players are my students.  I am fortunate enough to coach children from ages 6 up to 19 so I get to really be able to see a broad spectrum of children and their cognitive levels at each different age.  Sometimes I forget my 7 year olds aren’t 19 years old and I need to remind myself that it can be more difficult for the younger kids to be “engaged” in what we are coaching/teaching. 

The engagement theories three principles are:

1.       Occur in a group context (like a soccer team)

2.       Are project-based (each game or season could be considered it’s own project with specific goals set for accomplishment.)

3.       Have an outside focus (We truly believe the sport of soccer is helping to build character and skills that the kids will need in the real world. IE: Competition, morals, ethics, etc…)

I find that when coaching Seniors in high school, the level of engagement is extremely high.  They all want to be there.  They worked extremely hard to get to where they are and are very focused on accomplishing goals.  Being engaged in the group is almost taken for granted.  It is for this reason, that I enjoy coaching at the higher levels more than any other level.  The younger 6 and 7 year old players are at the opposite end of the spectrum.  While I believe they are still a lot of fun to coach, it is sometimes very difficult to have them engage in what is going on.  Some players lose focus and really have no interest in what is happening.  Many players are out there because their parents want them to play but the kid could care less. 

I think this coaching example above relates to the classroom because teachers at all levels have the challenge of finding ways for their students to become interested in the information that is being taught.  Kids don’t have a choice in most cases of what they are being taught.  If a student doesn’t care about learning about the Revolutionary War, for instance, too bad!  If Revolutionary War is a part of the curriculum, then the child needs to learn it because the student will be graded on the material.  I believe the teacher can be instrumental in facilitating learning based on how tasks and projects are assigned and created for the students.  Integrating technology into these tasks will only ensure that students are engaged and enhance their learning experience.

Technology can be used to change the boredom factor or disengagement that may occur in traditional learning.  For instance, reading about the Revolutionary War in a text book was extremely boring to me as a kid.  I never felt the need to learn anything more than what I knew I would be tested on.  Then I watched the Patriot with Mel Gibson.  Now I was engaged.  TV is an older form of technology but still this was the medium that got me interested in the Revolutionary War.  Video enhanced my interest.  In the engagement theory a teacher could assign students the project of watching a video of the Revolutionary War and comparing the Hollywood version with what the text book states what happened.  A group project could be to fact check the movie using other internet sources.  The students would need to be engaged in the movie, the text, the online research and in group communications.  All in which would result in learning the truth about the Revolutionary War.  Contrast this example to reading a chapter about the War in a Social Studies book and answering the Chapter In Review questions about it at the end and then let me know which students learned more and who will retain more.

I believe technology can greatly help students to become engaged in topics they may have previously been uninterested in.  I use echnology by sending my players cool You Tube videos to get them excited about playing and working on their skills. Here's one of the videos I use.  Please click the link here and ask yourself, even if you're not interested in soccer, if this example of technology doesn't peak your interest...

 http://www.youtube.com/watch?v=7moUSmw4xC8&feature=player_embedded 

I am having my BU14 team watch this video, and then challenging them to work in two groups that will compete against each other at the end of the season.  We will make a similar video where they have to show off their skills in their own "juggling wars."