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.
I am curious as to the age of the students. Would they be interested in creating lessons to use with the board as an assessment of learning for this unwilling teacher? Maybe in seeing the interest, excitement, and engagement this new tool provides, the students might entice him to pay attention to what the students share. It sounds backwards but everyone wins. The kids get to use it, the IWB gets used with the teacher, and all are involved and engrossed in sharing. Learning in disguise.
ReplyDeleteGood luck!
~Laurie
Steve,
ReplyDeleteI only wish that I could walk in one day and have new technology. I am in a district where we are still having to try and get computers in every classroom.
But even with this, some teacher have resisted the new technology and our move to an online grading system. Its hard when I am such a technology guru and my colleagues are still living in the seventies, or refuse to use what's available. However, I agree that we can't rely on others to be motivated like we are and we should put inservices together to ensure that the technology available is being used, and being used properly.
That teacher can send that board over to my school - I have a first grade teacher (oldest teacher in the school) who like to use it in her room.
ReplyDeleteIt sounds like all of you are as dumbfounded as I am that this teacher is so resistent to technology that most embrace and would gladly welcome. This particular school has just about everything electronic you can think of because the principal misappropriated title one funds as her own wish list fullfilling checkbook. gone now but the school's sitting pretty good.
ReplyDeleteI like your idea Laurie, I'll have to see how to work that out.