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Switching on learners in the middle years: A pedagogy of engagement through learning technologies. National Middle Years of Schooling Conference, Redesigning the Middle Years

By Nikki Deighton and Learning Technologies


“There is a measurable increase in class rapport, introductions within class, easier sharing, more awareness of the public face of writing, increased output and laughter.” Michael Pryor, English Teacher, Viewbank College(LPIB) Young adolescence is a critical time in the lives of students. In a period of extreme physical and emotional upheaval, engagement in schooling inevitably decreases. Introducing learning technologies into the learning environment enhances interest in learning, making it more student-centred, collaborative and encouraging cooperative, creative problem solving.(Kimber & Deighton, 1998) This is also a “time when patterns of thinking and behaviour are established for both the short and long term…a time of competing demands that can confuse…the influence of drugs, violence and the media and high levels of youth unemployment can have a significant impact on young adolescents at the very time when they are endeavouring to establish their own identity and place in the world. ” (Redesigning the Middle Years-draft, 1999:1) In such a context, learning technologies can make a difference! Students can be exposed to a huge range of tools which provide resources, interactions and collaborations which they ca

Year: 1999
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