http://durffsblog.blogspot.com/
http://kat-edtheory.blogspot.com/
Saturday, February 12, 2011
Wednesday, February 9, 2011
7105 Mod 5 New Technologies
As the school district technology coach I have had ample opportunities to encounter people who are reluctant to try new technology and practice self-efficacy. One teacher in particular refuses to utilize the $4000+ interactive whiteboard (IWB) that has been installed in his room. Comments like “I didn’t ask for it” and “I’m just fine with the overhead projector sheets that I’ve been using for years.” Despite other math teachers proclaiming the advantages of using the new system and my subtle inferences to the district administrator’s desire to seeing the new technology in use, especially student use, this teacher still has not started using the board.
Keller’s ARCS model offers the following possible motivating strategies:
- Enhance Relevance. Trying to show how the IWB will provide the ability to use the already prepared overhead sheets AND make teaching the material more interesting and relevant to the students. I think the best way to do this would be to model its use in the teacher’s class so they can actually see it working.
- Build Confidence. Although no comments have been made, I wouldn’t be surprised if lack of confidence with new technology is a part of the reluctance to use it. I will keep visiting this teacher’s classroom and offering to show ways to use the IWB that are specific to their needs that are simple yet effective.
- Generate Satisfaction. If I am successful with the previous two strategies, I think it will easily translate in to satisfaction with the IWB which should improve interest and confidence, thereby developing the self-efficacy to take learning its use to higher levels.
(I did not address “gain and sustain attention” because I didn’t feel that it applied to this particular learning scenario).
Reference: Driscoll, M. P. (2005) Psychology of learning for instruction (3rd ed.). Boston: Pearson.
Keller’s ARCS model offers the following possible motivating strategies:
- Enhance Relevance. Trying to show how the IWB will provide the ability to use the already prepared overhead sheets AND make teaching the material more interesting and relevant to the students. I think the best way to do this would be to model its use in the teacher’s class so they can actually see it working.
- Build Confidence. Although no comments have been made, I wouldn’t be surprised if lack of confidence with new technology is a part of the reluctance to use it. I will keep visiting this teacher’s classroom and offering to show ways to use the IWB that are specific to their needs that are simple yet effective.
- Generate Satisfaction. If I am successful with the previous two strategies, I think it will easily translate in to satisfaction with the IWB which should improve interest and confidence, thereby developing the self-efficacy to take learning its use to higher levels.
(I did not address “gain and sustain attention” because I didn’t feel that it applied to this particular learning scenario).
Reference: Driscoll, M. P. (2005) Psychology of learning for instruction (3rd ed.). Boston: Pearson.
Saturday, January 29, 2011
Wednesday, January 26, 2011
Walden 7105 Mod 4 (reflection)
The way that this network has changed the way I learn is that it has made me more connected. Previously I would be alone in my quest, either paper or electronic, seeking mostly static resources the provided little to no feedback. Now, I have feedback and vibrancy where the information has more variety to the types available and found, and adjustments or changes in the direction of seeking information can occur much quicker saving time that used to be lost chasing dead ends.
The digital tools that I have found the most helpful are those under the "Google" umbrella. The speed and amount of resources are amazing. It is difficult at times to sort out the number of pertinent references provided in each search. The tools under Google Docs or just plain Google.com have made researching and preparing reports drastically different then when I started college 16 years ago!
The way I learn now compared to before the "network" is I go to the Internet and search. I used to go to books either at home or in the library. I didn't always have precisely what I needed or I would have to go through several references, by hand, before I found something useful after hours of searching. Now I can put some key words in to a search browser and literally sort through hundreds of references within minutes to narrow down the choices to the ones I need. I can collaborate with classmates practically any time and they don't have to be nearby or travel to do it (except across the house).
The digital tools that I have found the most helpful are those under the "Google" umbrella. The speed and amount of resources are amazing. It is difficult at times to sort out the number of pertinent references provided in each search. The tools under Google Docs or just plain Google.com have made researching and preparing reports drastically different then when I started college 16 years ago!
The way I learn now compared to before the "network" is I go to the Internet and search. I used to go to books either at home or in the library. I didn't always have precisely what I needed or I would have to go through several references, by hand, before I found something useful after hours of searching. Now I can put some key words in to a search browser and literally sort through hundreds of references within minutes to narrow down the choices to the ones I need. I can collaborate with classmates practically any time and they don't have to be nearby or travel to do it (except across the house).
Saturday, January 15, 2011
Walden 7105 Mod 3 - Posted comments to:
http://mikedillon1977.wordpress.com
http://walden7105.blogspot.com/
http://walden7105.blogspot.com/
Wednesday, January 12, 2011
Walden 7105 Mod 3
I do believe that humans are prone to working together. It is one of the things that has made us a successful species and part of the premise of the hunter/gatherer model. Unless we work collectively, especially when it comes to food, then many of us would not make it. Think about what would happen to the unfortunate individuals with severe handicaps or disabilities. Even though paternal instincts to protect offspring would kick in and help to protect them, without the collective support of the extended family, these children would not likely survive to adulthood as the parents would focus on the stronger "normal" siblings. Thankfully we can think and reason unlike most animals (although their is often lack of evidence, especially in our schools).
As Reingold related, Wikipedia is a good example of constructivist principles in action (2005). People sharing ideas in a forum that allows others to evaluate information that's already been supplied and editing either to correct errors or to add to the body of information, this is "connecting" and "constructing" knowledge and ideas which also can and does lead to new understandings (Driscoll, 2005).
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Rheingold, Howard. (2005) TED conference video: Way-New Collaboration. Retrieved: January 11, 2011 from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
As Reingold related, Wikipedia is a good example of constructivist principles in action (2005). People sharing ideas in a forum that allows others to evaluate information that's already been supplied and editing either to correct errors or to add to the body of information, this is "connecting" and "constructing" knowledge and ideas which also can and does lead to new understandings (Driscoll, 2005).
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Rheingold, Howard. (2005) TED conference video: Way-New Collaboration. Retrieved: January 11, 2011 from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
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