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