The phobia for adaptation and change has been a challenge toward experimenting with new technologies. Most educators at the advent of technology blatantly refused to integrate it into their classroom instruction with the mind that it would replace them in the classroom, without knowing that it is a tool to enhance their teaching process. Gradually, this mindset is being eradicated. However, I am still puzzled at the level of technology literacy of most school administrators and principals. Of recent, I had a meeting with 10 principals in which only one out of ten had an email address. This was a challenge, and I organized 3-day training for the principals. Amongst the 10, one was very timorous, which hinders her learning potential during hands-on section. She always seeks for help on the next line of action without making an attempt to search for it. At this stage was a display of low self-efficacy, and she feels intimidated with the use of technology tool. Often she responds with statements like “I cannot do it”, “I do not know how to do it”, “What am I expected to press”, these are efficacy expectations relating to effort (Driscoll, 2005). Based on self-judgment of her ability, she did not proceed with the expected action. The principal seated next to her was able to create her email address with little support, using this as her role model (vicarious experiences). The perception was that this might arouse her ability that “She can do it” having seen the attainment of others. Whenever she is reluctant to carry out upcoming actions, I use verbal persuasion to build her confidence that she can do it. It is expedient for this learner to develop self-regulating skills. As newer technologies emerge, the likes of this principal would not cease during a training program. On this premise, the onus is for educators to use the best means of instruction to improve learners’ learning potentials.
Keller’s motivational model, which involves four concepts of attention, relevance, confidence, and satisfaction, might help change the motivational level of learners (Driscoll, 2005). It is crucial to gain the attention of the learners by involving them in activities that would rouse their interest, or a puzzle that would make them concentrate in order to find the solution. The activities must be relevant to the new skills or knowledge to be acquired in order to achieve set goals. In achieving the set goals, learners must have confidence in what they are doing. For the learner described above, her confidence is on a proximal development, which is based on what she can achieve on her own and what she can achieve with assistance. Along the line, it would be wise to reduce the level of assistance until learners can independently perform assigned tasks. The ability to use and apply the new skills acquired through the assigned tasks would give satisfaction to learners. Essentially, in as much as the use of new technologies could be inundating, the application of Keller’s motivation model might increase student motivation and enhance their learning potentials to achieved their desired goals.
Reference
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
