Module 5 Post- Heather Rogers
Success is driven by motivation and the willingness to try things that are not familiar. The ARCS, as stated by Keller outlines four components that should be addressed when motivating learners: attention, relevance, confidence, and satisfaction (Driscoll, 2005). By following this outline learners are able to become more familiar and more motivated to incorporate new technologies into their learning environment.
There have been many situations that I have seen in my school where colleagues are not willing and/or able to use new technology for fear that it will not be successful either personally or with their students. In one particular case our school was implementing strategies to improve literacy skills across all grades. One of the components that were added was digital storytelling. This technology allows students to build technological, reading, writing, and speaking skills. I held multiple training seminars on digital storytelling where I taught the teachers all the components and steps to build a digital story. This was not something that any of the teachers have used in their classrooms prior and there was a great deal of push back. The teachers were concerned that they would not have time to teach and have the students build a digital story. Overall the attitudes were not receptive. Many teachers decided immediately that this was not for them or their classrooms prior to them even trying the new technology.
After three training sessions and having worked through the program, the teacher’s attitudes began to evolve. I showed them endless resources and support online that they can use as references as well as showed them examples of digital stories from many grade levels to display the range of difficulty. They were more willing to try new aspects of digital storytelling and seemed more open minded once they saw how easy it can be and how it can be used in every content area and in every grade. Overall, there was still apprehension, but with continual support the teachers became more comfortable with the idea of incorporating digital storytelling into their classroom at some point during the year.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Additional Resources:
Example of a digital story that was made by a middle school student on the Chisholm Trail.
College of Houston- Educational Uses for Digital Storytelling
Support is the key in moving reluctant learners forward. Professional development is imperative for teachers that want to stay current in their technological practice. Unfortunately many districts are cutting professional development as a way to balance budgets.
ReplyDeleteHave you read any of Jason Ohler's work with digital storytelling? It's worth taking a look at his website, he has some great resources there! http://www.jasonohler.com/index.cfm
Thanks for the example of how ARCS worked in your school.
I have read it! I used it in a project I did a few courses ago. And I see the same in our district; as soon as the budget is cut those professional development days are often furloughed. It is unfortunate.
ReplyDeleteHeather,
ReplyDeleteI am not familiar with digital storytelling, but I am sure that your students are benefitting enormously from this technological resource. I howeverplan to learn all about it and integrate it into my lessons if possible.
One of the reasons teachers resist technology is because they are afraid of failure. Too often teachers are left to fend for themselves with little or no guidance, and I am sure that eventually your teachers appreciated the support that you offered. I remember that I too was at one point intimidated by technology, and I wish I had someone like you to guide me through the steps. Great post!