Success is determined by the goals set by learners and the clear expectations and encouragement that are provided by the instructor (Driscoll, 2005). Unfortunately, most instructors do not provide the four basis conditions for motivating learners, which are attention, relevance, confidence, and satisfaction (LearningTheories Knowledgebase, 2010). I was able to follow Keller’s ARCS model as I recently trained my school faculty on how to set up and use an online gradebook. As I started the training session, I informed all teachers that this program was easy to learn and the training session would not require all of their planning time. Each teacher had to learn this software to complete report cards. Therefore, I was instantly able to gain every teacher’s attention and relevance because they all wanted to learn quickly, but efficiently.
As I reflect back on this opportunity, I quickly realized how diverse my audience was because the technology abilities of each teacher ranged from expert to novice. Some teachers were scared that they would mess up or break the computer; while others fluently moved through the program with basic systematic directions. Teaching my colleagues was just like teaching my middle school students. I knew that some teachers would require more help visually while other teachers would ask more questions. Most of my colleagues acted just like babies and wanted me to do the work for them. However, I did not do the work for them, I would repeatedly show them what to do and through practice each teacher gradually learned how to set up their own gradebook, import assignments, and grades accurately. School wide success was not gained overnight. Teachers experienced “fear of failure or fear of the unknown” because they were afraid they would not understand what to do, but through encouragement and guided instruction, all teachers have gained success (Driscoll, 2005, p. 336). Since this training, I still have teachers, who want me to watch them set up their gradebooks, or who ask basic questions to verify they are using the program correctly. This illustrates that teachers have low self-confidence when dealing with technology and need encouragement that they are mentally capable of using technology effectively. I am honored that my colleagues feel confident about coming to me with technology issues.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Learning Theories Knowledgebase (2010, August). ARCS Model of Motivational Design(Keller) at Learning-Theories.com. Retrieved August 8th, 2010 from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html
Amy
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Amy,
ReplyDeleteI wanted to point out a statement that I think was great in getting the Attention of teachers, "this training will not take up your entire planning". For a lot of the teachers at my school, when they hear we have a training during planning, they focus more on how long will it take and what they could be doing, instead of listening to the training. I think that is a very good statement to make in helping to gain the attention of teachers.
Nice job in preparing for the different levels of learners in your training. Educators can sometimes be the worst audience :) but expect their students to always pay attention. You definitely used favorable comments in order to ease the different levels of anticipation and obviously availed yourself after the workshop to those that you knew would need follow up support. What online grade book are you all using?
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