I responded to Carol Lee's blog at:
http://carollee387.blogspot.com
and to Charity's blog at:
http://msmomo-educationaltechnology.blogspot.com
Friday, May 14, 2010
Wednesday, May 12, 2010
Module 5
While it may be safe to assume that people have positive attitudes toward experimenting with new technologies in the workplace, it may be equally safe to assume that you will encounter people in the workplace who have low self-efficacy in experimenting with new technologies. Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success.
In my current work environment there are many feeling scorned by technology advancements and would simply rather continue to do things the way they have always been done. I must also admit that technology has slowed certain tasks down, for example computing and posting grades. It is actually much quicker to break out the calculator and average grades than it has been to access the RealTime grading component, but this is because of server is so slow. Even though the computer generation of grades is a slower process, it does have advantages over keeping a paper grade book. At any given time, I can access the system and give provide students with an up to date average, missing assignments, test scores etc. It is the positives of technology integration that need to be presented to faculty in order to ease their inhibitions and encourage the use of technology.
I have attempted to get my colleagues to use technology in their daily lessons and have been met with much resistance and excuses. Many feel that having just one computer per classroom is pointless and not a tool that can be used by all students. One such way a teacher can integrate the use of one computer to enhance a lesson for the entire class is by streaming via United Streaming a video that coincides with a lesson. While some were willing to try, the attitude of others was of disconnection.
In applying Keller’s ARCS model, I would be able to possibly change the naysayers and even influence them to use the available technology. I would have to first enhance the relevance of integrating technology by having the learners (faculty) determine how the instruction would relate to personal goals (what they want to accomplish in the lesson). I would have to build on the learner’s previous knowledge/experiences allowing time for transition. Secondly, confidence would need to be built by creating a positive environment in which the learner can set their own goals permitting them to be in control of their experiences. Lastly, I would allow time for the learners to use the newly acquired skills while providing support, encouragement and praise. If the learner views the experience as positive and possible then the integration of new technologies may be more successful.
References
Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
In my current work environment there are many feeling scorned by technology advancements and would simply rather continue to do things the way they have always been done. I must also admit that technology has slowed certain tasks down, for example computing and posting grades. It is actually much quicker to break out the calculator and average grades than it has been to access the RealTime grading component, but this is because of server is so slow. Even though the computer generation of grades is a slower process, it does have advantages over keeping a paper grade book. At any given time, I can access the system and give provide students with an up to date average, missing assignments, test scores etc. It is the positives of technology integration that need to be presented to faculty in order to ease their inhibitions and encourage the use of technology.
I have attempted to get my colleagues to use technology in their daily lessons and have been met with much resistance and excuses. Many feel that having just one computer per classroom is pointless and not a tool that can be used by all students. One such way a teacher can integrate the use of one computer to enhance a lesson for the entire class is by streaming via United Streaming a video that coincides with a lesson. While some were willing to try, the attitude of others was of disconnection.
In applying Keller’s ARCS model, I would be able to possibly change the naysayers and even influence them to use the available technology. I would have to first enhance the relevance of integrating technology by having the learners (faculty) determine how the instruction would relate to personal goals (what they want to accomplish in the lesson). I would have to build on the learner’s previous knowledge/experiences allowing time for transition. Secondly, confidence would need to be built by creating a positive environment in which the learner can set their own goals permitting them to be in control of their experiences. Lastly, I would allow time for the learners to use the newly acquired skills while providing support, encouragement and praise. If the learner views the experience as positive and possible then the integration of new technologies may be more successful.
References
Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
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