Becker, H.J. (2000b). Pedagogical motivations for student computer use that
lead to student engagement. Educational Technology, September/October.
   Retrieved November 2004, from http://www.crito.uci.edu/TLC/FINDINGS/spec_rpt_pedegogical/

Becker suggests that student engagement can significantly increase within the context of an activity that features authentic activities.

"This paper has investigated the extent to which teachers' use of computers during class time are predictive of their students' continued use  of computers to do school work at other times. As measured either by frequent  use of computers during class or by a teacher having certain pedagogical purposes for that use, we have found that certain patterns of in-class computer use are clearly related to students' use of computers for school work during their free  time. Moreover, when we took into account that students' voluntary use of computers outside of class time is affected by their general record of academic success and their opportunities to use computers at home (using the best measures we  had available–school-level SES and class average ability), our general findings remained strong. This left us with greater confidence that specific findings about teachers' pedagogical motivations for using computers and the extent of their students'  use of software during class did have effects on student out-of-class behavior independent of ability and SES. In particular, if teachers' principal objectives for student computer use include having students make presentations of their work before an audience, this appears to result in greater use of computers for  school work at other times of the school day. Home computer use appears to be greater when teachers prioritize having students use computers to find information and to communicate electronically and when they give students frequent opportunities to use word processing software during class time."