EDUC 8845 Module 5

My current administrative role provides numerous opportunities to pilot new technologies and to support the districts’ staff in their efforts to implement these technologies. We are currently piloting the use of mobile learning technologies, particularly iPads, to augment instruction. As with previous implementations, my team and I supported the teachers who were selected to be the first ones to use these new technologies by providing them with professional development opportunities. The hope was that all teachers will gain the skills and comfort level that allowed them to integrate these new tools into their curriculum effectively. However, the results varied, with only a few of the teachers using the iPads on a regular basis in their classrooms.

When surveyed on their views on the new technologies and the reasons behind their reluctance to use the iPads, most teachers expressed negative feelings regarding the benefits and advantages of using new technology tools to augment instruction. I now have a better understanding on how we could have used Kellers’ ARCS model (Driscoll, 2005) to design the training sessions in a way that ensured increased teachers’ motivation and success in implementing iPads in all the selected classrooms. The ARCS model focuses on four main factors: attention, relevance, confidence, and satisfaction (Driscoll, 2005).

Attention

This component stresses the importance of placing the learners in a learning environment conducive to bringing attention to the task at hand. Attention relates to the need of individuals to be stimulated and to have some variety. Thus, this particular professional development should include sessions that vary the format of instruction and presentation from previous sessions. It should perhaps also use different media of instruction such as visuals, tables, while providing the participants with opportunities to select projects and assignments that interest them, as well as role play or problem-solving activities that ensure their involvement.

Relevance  
Relevance refers to the value learners give to their completion of the task. For this reason, learners interacting with the task must justify the need to perform it by giving it a meaning that is viable for them. It is important to inform the learners of what is expected of them, the reasons why a given aspect of the course or the training session is important. It must also inform them of the task’s relevance to the course or the session as a whole.

Confidence  
Confidence refers to learners’ belief in their own ability to complete the task. Success is followed by increased self-confidence, whereas failure is often accompanied by a loss of confidence. Since the teachers also mentioned fear of failure as a barrier to their technology tools implementation, it is, therefore, important to assure them of their ability to integrate technology successfully in their classrooms. They need to be reassured that they are not alone and that they will be supported through every step of the implementation process. Furthermore, it is possible to increase the confidence of learners by insisting that they are responsible for their own success by using their own resources, skills or allowing them to make choices in future professional development content or how to align it with their practice.

Satisfaction 
We can ensure learner satisfaction by clearly explaining both the task to get the reward when completed. According to Keller (cited by Driscoll, 2005), the effort and performance are directly related to satisfaction. Motivational strategies to support teachers with the integration of new technologies should aim to maintain frequent intervention by the level of learner satisfaction. Relevant feedback, frequent and supportive strategies are great approaches to increase teachers’ satisfaction. Other strategies include praise, as well as learners’ updates on their progress.

I plan to reference the ARCS model when designing future professional development sessions. Dr. Keller’s website dedicated to the ARCS model (http://www.arcsmodel.com/home.htm) will provide future guidance. In addition, it offers useful links to other resources focused on motivational design.

Reference

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