EDUC 7105 Module Five: New Technologies

There was a time when I encouraged my students to complete an assignment using Microsoft Excel. The results were very disappointing. Nearly half the class admitted to having little to no experience using Excel. Not only that, they were not too thrilled with me teaching them how to use it. The students were very resistant and simply wanted to create their graphs and complete their math with their calculators only rather than learning how to use a program that was unfamiliar. I had some students gripe under their breath, some others asked if they could complete the assignment without using the program. I also had a few students that were happy to use Excel and offered to assist some of their classmates that were struggling.

According to John H. Keller’s model of motivation, performance, and instructional influence, there are four conditions for motivation of the learner, which are Attention, Relevance, Confidence, and Satisfaction (Driscoll, 2005). I would have changed the motivation of my students through the use of Keller’s model by first gaining my students’ attention. I could have gained their attention with a scenario that clearly illustrates the relevance of the program that I advised them to use. I could have shared my personal experiences with Excel. Next, I could have continued with a real-world connection, for example, I could have had mentioned the different uses of Excel as well as some of the careers and jobs that require the use of Excel and how the program is directly tied to Microsoft Office, and how developing skills with Excel can be listed on a resume. By doing this, it would have increased student confidence in Excel and allow them to use their newly acquired skills in the workforce. Bill Ferriter (2012) stated to offer students the opportunity to complete activities that directly effect and matter to them. By acquiring these skills in school, students will be able to apply them in class and increase their chances for success in the future.

Reference

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

Ferriter, B. (2012). Are kids really motivated by technology? Retrieved from https://smartblogs.com/education/2012/08/17/are-kids-really-motivated-technology/