The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given.

中文翻译：

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通过教育技术促进学生参与：建立概念框架

学生参与的概念在某种程度上已成为教育工作者和研究人员的一个谜，随着对其本质和复杂性的不断讨论，以及对实证研究中理论化和可操作性的深度和广度的批评，该概念已成为现实。这同样适用于教育技术领域的研究及其在学校和高等教育中的应用。认识到技术现在在教育中所发挥的固有作用以及吸引学生参与的潜力，本文借鉴了一系列学生参与文献，并概念化了学生参与的临时生物生态学框架，其中明确将技术作为影响因素。本文首先提出了学生参与度的定义，并对积极的学生参与度指标进行了探索。然后，它提出了一个生物生态学框架，并进一步探讨了技术，教师和课程的微系统方面与促进学生参与的关系。在此框架的基础上，讨论了对学生参与及其与教育技术的关系进行理论研究的意义，并为教育工作者提供了建议。