New Technologies

New Technologies

As I reflect on a situation at the workplace where people had low self-efficacy in experimenting with new technology, it brings me back to the use of clickers. Clickers, also known as classroom response systems, “provide a mechanism for students to participate anonymously and integrate a game approach that may engage students’ more than traditional class discussion,” (Martyn, 2007). Teachers in my school attended training on incorporating clickers in the classroom and were expected to use them with our students. I was very intrigued with the clickers and with all of its capabilities in the classroom. Although I found this technology beneficial, there were several teachers who never took the time to learn the device and eventually rejected it. With this group of teachers who rejected the clickers, I was close to a few of them and encouraged them to use it. I invited them to my class so that they can see how they are utilized in a classroom setting. Although they enjoyed the clickers with the activity, they still had a cold shoulder towards using them with their classes.

If I had to change the motivation of my co-workers, I would use the Keller’s ARCS model to encourage success. First, I would gain their attention through perceptual and inquiry arousal. This can be done through active participation, variability, and inquiry. “Active participation is the consistent and simultaneous engagement of the minds of all the learners with the content of the lesson,” (George, 2011). Activities such as games and other fun activities used with the clickers will peek the arousal of any learner. Using a variety of activities as well as brain storming activities will also stimulate the learner. All activities used with the clickers should be relevant to the learner. Relevance can be achieved through experience, modeling and choice. Using skills that they already know to build on new skills will motivate the learner to use the clickers. By modeling how to use the clickers, it will allow the learner to do exactly what was modeled without any confusion. Allowing the learner to choose what activities to use with the clickers will help and motivate them to use it.

Building the confidence in the learner is a big key in motivating the learner. “Confidence is a judgment one makes regarding his own ability to meet opposition effectively in a given situation.” (Sconiers, 2009). By building the learners’ confidence, it will build their self-efficacy in using the clickers within their classroom setting. In order for the learner to comfortably use the clickers with their lessons, there must be a sense of satisfaction with using them. When the learner see the benefits of using the clickers, it will feel rewarding and they will be satisfied with using it.

George, Leela. J. (2011). What Is Active Participation? Retrieved from http://www.ascd.org/ascd-express/vol6/608-newvoices2.aspx.

Martyn, M. (2007). Clickers in the Classroom: An Active Learning Approach. Retrieved from http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach.

Sconiers, H.E. (2009). What is Self Confidence? Livingstrong.com. Retrieved from http://www.livestrong.com/article/17317-self-confide