Unit Five: Targeting Motivation by Introducing Technology

Louis Cabuhat, Dean of Education

TEACHER THE TEACHER

Web 2.0 Technology

“If you don’t know where you are going, any road will get you there”

- Richard S. Sagor

Connecting Your Actions to the Target

IMPROVED OUTCOMES

Performance Targets (INDIVIDUAL OUTCOMES) Ask yourself, “What are students

expected to gain from our ‘actions”? Improved motivation √ Improved engagement √ Realistic goal-setting √ Improved achievement √

Process Targets (TECHNIQUES or STRATEGIES)

Development of an Early Warning System

Training Targets (Sagor, 2011)

Unit One dealt with Motivation is driven by

emotionAccording to Chickering (2006), “motivation is the key to persistence, moving through successfully, and learning that lasts” (p. 13).

Unit two dealt withLearners who are Involved, Interested and Connected are more likely to persist.

engagement

motivation

Recap: the path already taken

Unit three dealt with“Learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program”

goal-setting

Recap

(Morrow & Ackermann, 2012)

Our Evolving Early Warnin

g System

Worst Needs Improvement As expected Above Expectations Best

` 1 2 3 4 5

Worst Needs Improvement As expected Above Expectations Best

` 1 2 3 4 5

Worst Needs Improvement As expected Above Expectations Best

` 1 2 3 4 5Rating

Goal-setting

Arrives to class early/stays after

class for additional help

Completes assignments on-time

(or early)

Works to improve grades

Exchanges contact information

with others

Rating

Motivation

Punctual

Brings books/supplies to class

each day

Maintains eye contact

Assists others to learn

Asks for help (as needed) -

Submits assignments on-time

Accepts criticism

Rating

Engagement

Participates in group activities

Interacts with classmates

Is a teamplayer

Demonstrates a positive

demenor

Asks questions

Drafting a Scale: Achievement

Worst Needs Improvement As expected Above Expectations Best

1 2 3 4 5

Directions:Working in your groups, take a few minutes to discuss what an "as expected" rating (on a scale of 1 - 5) looks like. Remember to anchor your discussion to our

dynamic case: Susan. For example, if Susan were to meet your expectations on achievement what would that look like to you? Using this worksheet, draft one

word adjectives or small sentences to explain what it might look like (to you) if Susan were to set realistic goals. Think - Best case scenario!

Rating

Achievement

Unit Five: Targeting Student Persistence by Introducing TechnologyLearners will be able to:Discuss a connection between motivation and technologyList a least one reason technology supports learningExplain Constructivism and its’ connection to technology Identify at least one method for using the Internet to improve motivation

This lesson is not about:

What types of technology to use in the classroom (of any sort)

Why technology is so ubiquitous

This lesson is about:

How to incorporate technology to trigger intrinsic motivation and enhance engagement

Defining Motivation(reminder from unit one)

“An internal state that arouses learners, steers them in a particular direction and keeps them engaged with certain activities” (Lei, 2010, p. 153).1. Horse to water2. Fly to honey3. Human to affection

Use descriptors such as: Involved Interested Connected

A professor at Oklahoma City University, in helping to shed light on the topic of engagement, suggests “…that engagement implies there is something more; that it means going beyond what can be seen in the classroom” (Garrett, 2011, p. 3).

Defining Engagement(reminder from unit two)

Rationale Offered by the Literature Students who are more intrinsically

motivated perform better academically (Dev, 1997).

“Five key ingredients impacting student motivation are: student, teacher, content, method/process, and environment” (Williams, Williams, 2011).

“Learning is a process of discovering one’s personal connection to and with people, things and ideas” (Knowles, Holton & Swanson, 2005, p. 30).

Rationale Offered by the Literature “Today almost any school in America,

however poor or remote, can possess the equivalent of the greatest library in the history of the world, simply by virtue of the Internet” (Nelson, 2010).

“Technology enables students to accomplish more than they could without the use of technology” (Heafner, 2004, p. 48).

Gestalt Theory of Learning (in support of this lesson)

“A person behaves in terms of what is real to him or her and what is related to his or herself at the moment of action” (Knowles, et al, 2005, p. 30).

(Knowles, Holton & Swanson, 2009, p. 29).

This is Gestalt Psychology

Teach me!

(Isselee, n.d.)

Perspective is everything!

I am the Worldwide Web

(Isselee, n.d.)

Constructivism

“…students are naturally motivated to read and write; the role of schooling is to provide them with the tools and guidance they need to acquire learning skills in a developmentally appropriate, individually meaningful way” (Weigel, Gardner, 2009, p. 39).

Why use images and video to teach?

“Studies going back as far as 1951 to show that photos and films encourage learning, stimulate other learning activities, and facilitate thinking and problem solving” (Can you picture, 2012)

What a great time to be a teacher!Now it’s time to use the Internet and technology to explore ways to motivate Susan. Follow these instructions: 1) Visit Slideshare.com 2) Create a free user account using your college E mail address3) Then, using Power Point, create three slides.

1) Slide One: create a title slide: Motivating Susan2) Slide Two: list your rational for targeting motivation. HINT:

You may want to revisit units we’ve already covered for suggestions

3) Slide Three: recommend at least one strategy for using technology to teach any of your current class topics. BE CREATIVE and remember we are dealing with Susan~!

4) Last and most important; UPLOAD your Power Point file to Slide share and E mail everyone in this class the link

Susan’s Case

Susan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan repeatedly misses assignment deadlines and submits work late. While in class, her instructor notices that Susan frequently avoids eye contact with others and she excludes herself from group discussions. Now, in her third week of a four week module, it doesn’t look good. Susan has failed her mid-term exam. And now, the teacher is concerned that some of Susan’s behavior is an early indication of what’s about to come – another drop for the college; another failed attempt. So, in an effort to address the problem, the teacher presents what she knows of Susan to colleagues at the college. And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. What’s even more unsettling – the College attrition rate for newly enrolled students is extremely high.

Return to EduOs.net and introduce Susan to your new piece of

technology.

Reference ListCan you picture that?. (2012, August 17). Retrieved from http://thejournal.com/Whitepapers/2012/08/Canon_Can-You-Picture-That/Asset.aspx

Dev, P. (1997, January 1). Intrinsic motivation and academic achievment . Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=9cd410a9-6828-49dd-959a-edcdb8d5cda4@sessionmgr104&vid=5&hid=112

Heafner, T. (2004). Using technology to motivate students to learn social studies. Retrieved from http://editlib.org/d/21905

Isselee, E. (n.d.). Why small pups outlive large dog breeds. Retrieved from http://www.livescience.com/27676-why-small-pups-outlive-large-dogs.html

Reference List

Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner: the definitive classic in adult education and human resource development. (6th ed.). Burlington, MA: Elsevier.

Nelson, A. (2010, September 22). The challenge of digital media in the classroom. Retrieved from http://www.pbs.org/mediashift/2010/09/the-challenge-of-digital-media-in-the-classroom265.html

Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin.

Weigel, M., & Gardner, H. (2009, March 1). The best of both. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e64e9f67-8443-4a36-b86a-414aa5f0ae34@sessionmgr114&vid=5&hid=108

Williams, K., & Williams, C. (2011). Five key ingredients for improving student motivation . Research in higher education journal, Retrieved from http://www.aabri.com/manuscripts/11834.pdf