Module 5

New Technologies

            As an educator, I have coworkers who are not incorporating technology into their curricula.  They are afraid to lose control of their classes if technology does not work as the way they planned.  Some of these coworkers are still using overhead projectors and transparencies to deliver instruction.  I have offered them my help, and we had created lessons using technology.  The teachers were pleased to see students’ interaction and learning outcomes. Students worked cooperatively throughout the learning process.

            The following is an analysis of the above situation using the Keller’s ARCS model (Driscoll, 2005, pp. 352-343).

Attention

It is low.  These educators are successful with their own methods.  They fell uncomfortable around technology.  If they there are problems with technology, they would be afraid to lose control of their classes because they could not fix the problems.

Relevance

It is low.  They see technology as a burden because their methods help students succeed in the past.  They use technology sporadically to satisfy they school and district requirements.

Confidence

It is variable.  Most teachers use technology for their own benefit but not for instruction.  They feel embarrassed when technology does not work as expected.   Some times, they feel uncomfortable because students know more than they do.

Satisfaction Potential

It is moderate to high.  If the integration of technology works as planned and students are successful, teachers feel that technology works well.

            I would recommend meeting, with these teachers, to discuss what they want to teach.  Once they know what to teach, it is necessary to brainstorm on what technology to use and how it will help engage students in the learning process.  I would also remind teachers that we, as educators, need to teach students technological skills for their present and future benefit.  At the same time, this is also beneficial to them (teachers) because they are learning the technological skills to be functional in today’s world.

Reference

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

Education, Inc.