Student Motivation and Technology

In the video, Pink states that “…deeper motivation comes from autonomy (the urge to direct our own lives), mastery (the desire to get better and better at something that matters) and purpose (the yearning to do what we do in the service of something larger than ourselves)” (Pink, 2009).
Reflection about Pink’s (2009) thoughts on motivation (autonomy, mastery and purpose) and on how deeper motivation can be applied in relationship to integrating technology in the classroom is provided below.

• • Autonomy – typically, students want the opportunity to choose how they learn. Technology affords students more opportunity to choose methods of learning, such as by using audio podcasts, videos, websites, blogs, and so forth.

• • Mastery – many students are considered masters at using technology although use of technology for learning may not be intentional. Fact is, most learning occurs through socializing with peers or through technology-mediated methods, such as searching the Internet.

• Purpose – learning for a single assessment is known to have limited results for retention, yet providing students the opportunity to demonstrate their learning in different modalities often provides more lasting results and helps with transfer of learning knowledge and skills to new contexts.

When considering Pink’s (2013) claim regarding the need for deeper motivation in relationship to technology integration into the learning process, we can begin to see how technology integration can increase student self-efficacy as well as how it may produce greater results for student learning and constructing knowledge. Several authors, including Beffa-Negrini, Cohen & Miller (2002), Boster, Myer, Roberto & Inge (2002), Maushak, Chen, & Lau (2001), Swan, van’tHooft & Unger (2005) and Qing & Xin (2010), support Pink’s conclusions (2013). These authors conclude that the use of technology for learning improves motivation, engagement and interest.  Thus, the challenge is not   if technology actually increases motivation, but rather the challenge is how teachers can effectively integrate technology into instruction to increase a student’s intrinsic motivation. To address this challenge, many methods for use of technology have been investigated; gamification is increasingly a popular technology integration choice used  by educators to promote student motivation.

Gamification

As discussed during Week One, technology integration is more than just having computers in the classroom or teaching basic computer skills; it is about providing opportunities for students to use technology and build upon 21st- century skills needed to be effective citizens, workers, and leaders. Additionally, it is about helping learners become more fully prepared to excel in the rigors of higher education coursework, increasingly technology-centered careers, and the globally competitive economy (Partnership for 21st-Century Skills).

Increasingly, portable web-enabled devices, such as the tablet seen in this image, are used in classrooms to provide individual students access to games and other online content for learning.

In a recent study by the Joan Ganz Cooney Center (2014), it as determined that 74 percent of Kindergarten through grade-eight teachers surveyed used digital games for instruction with 55 percent using them weekly as part of formal instructional methods.  Additionally, the survey found that while digital games are being used in the classroom, many teachers use them only as supplemental material or as a reward for students after classroom seatwork has been accomplished and not as the main instructional method. The reason behind the limited use of digital games, as found in the survey, was that many teachers are uncertain that students can learn curriculum from digital games well enough to demonstrate a mastery of the content on state exams.

In the Week Two assignment, you will consider how technology can be used to differentiate instruction to meet the needs of every student in every lesson. More specifically, you will discuss gamification as an instructional method. To help prepare for this assignment, reflect on the findings by the Joan Ganz Cooney Center survey mentioned above as you view this approximately five minute video Student Mentors Teach Game Design (2009) about how high school students mentor peers to design computer games.  As you view the video, consider whether your initial thoughts on the data presented by the Joan Ganz Cooney Center are being validated or whether they are altered by what you see and hear in the video?

21st Century Skills

As you work through each week of this course it will be important to have an understanding of 21st- century skills. 21st-century learning is an integral concept weaved throughout this, and many other courses you will participate in and supports the nation’s movement on preparing students for post-secondary education, career preparation, and contributing to society globally.

Review this short video from Teknolojileri (2013) discussing 21st century skills. Specifically, Teknolojileri discusses creativity, communication, collaboration, critical thinking, media literacy, information literacy, and problem solving which are skills that make up the framework for 21st-century learning.

Next, review this approximately three minute video from Knowledge Delivery Systems (2013) that explores the fundamentals of 21st century skills and what they mean to the practice of educators. The information you gather from these videos will further inform your responses to this week’s discussion and assignment.

Assessment Guidance

This section includes additional specific assistance for excelling in the discussions for Week Two beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Two, contact your instructor using the “Ask Your Instructor” discussion before the due date.

Discussion 1: Student Motivation and Technology
This discussion is an opportunity to demonstrate your mastery of the course learning outcome; evaluate a variety of digital and assistive technologies for supporting diverse learners.  In this discussion, you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners.

References

Qing, L., & Xin, M. (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22(3), 215-243. doi:10.1007/s10648- 010-9125-8