Model 5 Blog

As the digital age advances with new technology, many people are resistant to the change. With federal funds steam rolling into the educational setting, school districts are spending more money on the latest technology (Smart-boards in particular) in order to move students to proficiency level. This may sound good for technology savvy teachers, but the district forgot about the older generation (educators).

The laggards, older teachers, refuse to comply to the new method of teaching (student-centered lessons with the integration of technology). These particular teachers continue teaching skills and concepts the same way that they were accustomed to. As a technology savvy teacher, I encouraged the older educators to implement the Smart board by explaining its many features and components that are suitable for the students. The Smart board provides multiple accommodations and modifications for the diverse learning environment.
To change the views of these particular teachers, the teachers must set measureable goals and become comfortable with the new technology.

Using the Keller’s ARCS model, I can motivate the older teachers by:

A-Attention

First I must explain how society has changed and that children learn differently (auditory, visual, etc.) from when they were students. Many students will lose interest or find their attention wandering when instruction is always the same and therefore highly predictable (Driscoll, 2005). I must become knowledgeable of the older educator concerns with technology, especially the Smart board, and present possible solutions. After learning from their opinions and concerns with technology, professional developments will be provided to gain familiarity with the technology.

R-Relevance

Relevance, in its most general sense, refers to those things which we perceive as instrumental in meeting needs and satisfying personal desires, including the accomplishment of personal goals (Driscoll, 2005). After the educators attend professional developments, pair these teachers with expert teachers of the Smart-board. The old educators will create mini-lessons with the Smart-board.

C-Confidence

Confidence can make or break a person depending on the individual’s self-esteem. Allow for small steps of growth during the learning process (Learning Theories, 2008). First I will not lead the older educators at a hectic pace while teaching them the Smart-board components. This will ensure that information is retained. The mini-lessons that were created will be presented to their grade level professional learning communities (PLC’s). The grade level PLCs is a comfortable setting for the older educators. Immediate feedback will be provided to assist as a learning tool.

S-Satisfaction

Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting (Learning Theories, 2008). After making corrections, based on feedback, the older educators will create a lesson and present it to their class. The educator will be videotaped to critique oneself. The mentor will also review the tape and provide feedback. The educator will receive praise (4 to 1 ratio) to build self-esteem. Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment (Learning Theories, 2008).

Sources:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Learning Theories. (2008). ARCS model of motivational design (Keller). Retrieved on May 10, 2010 from:
http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html#more-5

Sites that provide information on the benefits of the Smart Board:

http://www.ehow.com/list_5790676_benefits-smart-board_.html

http://en.wordpress.com/tag/smartboard