- 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.
Interactive whiteboards became the new technology instrument for middle school teachers to use and design lessons. The whiteboards allow teachers to create lessons on flipcharts. The members of the leadership team and I did insist that teachers learn the new technology and create their own flipcharts. Most of the teachers thought the new technology was exciting. There were also teachers who did not feel comfortable with having to learn the new technology. There was a sense that learning the new technology was too overwhelming. Resource teachers and the members of the leadership team were able to attend workshops on how to design flipcharts. During the summer, resource teachers were able to create 3 introductory flipchart lessons. The initial flipchart lessons were for the teachers within their department. Using Keller’s ARCS model, I was able to support resource teachers. Our goal was to get teachers within each of the departments to design lesson flipcharts for the interactive whiteboards.
Resource teachers gave a fall introductory lesson on how to design lesson flip charts for the interactive whiteboards. They were able to sustain their teachers’ attention by demonstrating the use of the whiteboard features. A stylist or pen drags icons and text-features along the whiteboard. Teachers are able to show learners 5 minute video clips that demonstrate a new concept as part of the teacher’s lesson. Teachers are also able to have their students cast active-votes. The instrument allows teachers to check for understanding or take a quick poll from a question the teacher will give students. Students who receive an active-vote are able to anonymously cast their response. The student’s response will show on a line/bar graph along with the response from the other students.
As teachers began to see the features from the interactive whiteboards, they began to realize how relevant it was to implement the new technology. Interactive whiteboards support learners in achieving important goals and outcomes from a lesson. The features on the interactive whiteboards encourage student involvement. Learners have many opportunities to demonstrate their understanding of what they are learning with the use of the stylist. The active-vote is another beneficial feature relevant to show teachers how well their students are learning.
The resource teachers are also able to build the confidence levels of teachers from their department. The resource teachers establish a positive expectation for success in giving the message that interactive whiteboards support all types of learners. The interactive whiteboards provide an opportunity for learners to utilize technology and demonstrate what they are learning. The resource teachers were also able to instill confidence by assisting/supporting their teachers in learning how to design and create lesson flip charts.
In department meetings, the teachers are able to analyze other colleagues’ lesson flipcharts as a method to generate satisfaction with the implantation of the new technology. During meetings, “the use of positive consequences such as verbal praise, incentives, or real or symbolic awards, may be effective in generating satisfaction” (Driscoll, 2005, p. 337). In using Keller’s ARCS model, “satisfaction within particular achievement might be dimmed by the observation that everyone else performed just as well or better” (Driscoll, 2005, p. 338). The new interactive whiteboard technology allows teachers to share their ideas and their own flipcharts with colleagues’. The teachers receive satisfaction in knowing their students will achieve the goals from the lesson outcomes.
The resource teachers are also able to build the confidence levels of teachers from their department. The resource teachers establish a positive expectation for success in giving the message that interactive whiteboards support all types of learners. The interactive whiteboards provide an opportunity for learners to utilize technology and demonstrate what they are learning. The resource teachers were also able to instill confidence by assisting/supporting their teachers in learning how to design and create lesson flip charts.
In department meetings, the teachers are able to analyze other colleagues’ lesson flipcharts as a method to generate satisfaction with the implantation of the new technology. During meetings, “the use of positive consequences such as verbal praise, incentives, or real or symbolic awards, may be effective in generating satisfaction” (Driscoll, 2005, p. 337). In using Keller’s ARCS model, “satisfaction within particular achievement might be dimmed by the observation that everyone else performed just as well or better” (Driscoll, 2005, p. 338). The new interactive whiteboard technology allows teachers to share their ideas and their own flipcharts with colleagues’. The teachers receive satisfaction in knowing their students will achieve the goals from the lesson outcomes.
Reference:
Driscoll, M. P. (2005). Psychology of learning for
instruction (3rd ed.). Boston, MA: Pearson Education.
instruction (3rd ed.). Boston, MA: Pearson Education.
Vaughn,
ReplyDeleteI think that having the resource teachers develop flipcharts during the summer was a great way to create relevance, Keller's R. By having the charts to use, the teachers who were resistant to the new technology could see the benefit.
Jennifer
Vaughn,
ReplyDeleteRecognition and awards at staff meetings is a great way to incent those reluctant to use new technology, in addition to, resource teachers helping teachers to learn how to make and use the whiteboard.
Sarah