This year our district provided the classroom
teachers with an iPad to use to assess students by administrating the Developmental
Reading Assessment 2. The district paid
for the iPad app for each iPad and we were encouraged to search out and include
apps that would help the students improve their academic skills, specifically their
reading skills. I followed their
instructions as well as I could in the circumstances. I shared these apps with my co workers who
viewed them as time consuming (instruction and use), difficult to use in the
classroom and inappropriate for the reading skills that the felt that the
students needed to improved their skills. In short, they liked the iPad for
their own use but were reluctant to let the students use them in any shape.
As I view the situation through the following lens;
John Keller’s ARCS Model of Motivational Design, there are four steps for
promoting and sustaining motivation in the learning process: Attention,
Relevance, Confidence, Satisfaction (ARCS). (Driscoll, 2005). I think that I
should have presented the apps by showing them how well the students were
progressing and using the apps in the classroom. Once I started to experiment with this
philosophy more service providers were willing to use the apps in the classroom. Later, when I introduced them to the administration
and the teachers saw how excited the administration was with the apps, they
started to include them on their iPad and were more willing to let the students
use the iPad in the classroom.
Reference
Driscoll,
M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston,
MA: Pearson Education, Inc.
Michelle,
ReplyDeleteYour district teachers are very fortunate to have been given an iPad! This sounds like a great effort to integrate technology into helping students improve on the reading skills, as well as an easy and useful assessment tool for teachers. I think that teachers say that it is "time consuming" most of the time because they are not willing to put in the effort to show students how to use the tools. It often takes change agents such as yourself to show educators the highlights of technology to motivate their desire to learn and apply new tools with their students. It sounds like your new approach caught the faculty's attention and led to more integrated technology. Great post!
I think that you are correct. thank you for responding.
ReplyDeleteHi Michelle, (Part)
ReplyDeleteYour school district is moving with developing trends and pattern in educational technology. This is a very astute way to move forward in the new millennial learning style. Certainly, the use of these miniature technology tools is time consuming to understand how to surf the wed to select appropriate URL for content and to build learning experiences. Assume teachers will like the iPad for personal use, but be that as it may there must be a purpose for its use to become familiar with the apps and so on. I believe as teachers become more comfortable with their iPad you will see more application in the classroom. But teachers in the interim must prepare and plan lessons around the integration of their technology in the classroom. This might not be for a total lesson as the technology is for assistive use so integration in the lesson will soon overcome any difficulty and pursue productivity.
Hi Michelle, (Part 1)
ReplyDeleteYour school district is moving with developing trends and pattern in educational technology. This is a very astute way to move forward in the new millennial learning style. Certainly, the use of these miniature technology tools is time consuming to understand how to surf the wed to select appropriate URL for content and to build learning experiences. Assume teachers will like the iPad for personal use, but be that as it may there must be a purpose for its use to become familiar with the apps and so on. I believe as teachers become more comfortable with their iPad you will see more application in the classroom. But teachers in the interim must prepare and plan lessons around the integration of their technology in the classroom. This might not be for a total lesson as the technology is for assistive use so integration in the lesson will soon overcome any difficulty and pursue productivity.
Hi Michelle, (Part 2)
ReplyDeleteThe ARCS model is a worthwhile model to consider as it seeks to integrate some key performance areas. You choose a very good pathway to bridge the affective domain of learning for the teachers. When administrators are excited about a new technology it often takes off. Once you pass the critical mass stage and you get a few positive opinion leaders on your side then there will be a natural flow for acceptance of the technology. I suggest you continue to use the ARCS model and also become familiar with its use. The ARCS model is built within the frame work of motivation. But at the same time there might also be conflict. The key however, is to focus on the use of the technology the iPad offers for integrating technology in the classroom and the advantage towards closing the performance gap. Remember that the social system can make or break innovation success. I hope teachers will work along with you and your new innovation will be diffused successfully.