{"id":4576,"date":"2018-01-16T19:59:48","date_gmt":"2018-01-17T02:59:48","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4576"},"modified":"2018-01-16T20:01:05","modified_gmt":"2018-01-17T03:01:05","slug":"technology-and-motivation","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/01\/16\/technology-and-motivation\/","title":{"rendered":"Technology and Motivation"},"content":{"rendered":"

When watching these video cases, I was struck by how many of the arguments and concerns raised then are the same today.\u00a0 On the FOR side, tech is seen to give consistent, dependable results, and instant feedback, allowing opportunity for corrections (Teacher B); tech saves time from tedious data analysis and plotting to increase deeper learning (Teacher A) and gives the opportunity to engage students while developing motivation and transferable skills (Teacher F).\u00a0 Teacher E talked about the opportunity for collaboration and the feeling of ownership.\u00a0 On the AGAINST, issues that were raised were a loss or reduction of hands-on lab skills (Teacher B), tech as a barrier: needing to learn tech as opposed to learning the content (Teacher B, students 9, 11, 15), financial costs and support (Teachers F, D & A), and the greater time demands (cases 5&8).<\/p>\n

For the most part, it seemed that the barriers were on the side of the teachers (uncomfortable with tech, no support, finances, limited time) while the benefits are mainly student oriented (engagement, higher order problems, deeper learning, collaboration, transferable skills), which leads me to wonder how could we not use at least some tech?\u00a0 If we don\u2019t, are we becoming barriers to the students education and engagement?<\/p>\n

On the other hand, I see some practical questions that should be addressed:<\/p>\n

    \n
  1. Using extensive tech requires students to learn many tech skills and programs. How do we maintain a balance between learning the tech without limiting the content?<\/li>\n
  2. How can we engage all students with effectively with limited resources? Is there an ideal ratio between # of students and # of devices\/tech?<\/li>\n
  3. For level 3 classrooms, where students are self-directed, the common understanding is that students are suddenly motivated and engaged, because those are the ones who are interviewed. In my experience, there are always some students (usually teenage boys) who are not engaged, interested, or motivated about ANYTHING in school, regardless of subject, content, or teaching method.\u00a0 Are they at greater risk or falling through the cracks, creating distractions, or needing management in this type of setting?\u00a0 Some students do better in a structured setting\u2026 and for some the teachers want it!\u00a0 Thoughts?<\/li>\n<\/ol>\n

    This year I have 8 laptops in my class, which I use a lot for collaborative work and digital reflections\/discussions, etc.\u00a0 I have found that it takes a LOT more classroom management to control the off-task behaviour of a few of my students, to the point where it almost ruins it for the rest.\u00a0 Having teacher-centered gives that element of control needed for those individuals.\u00a0 Halfway through the semester I gave a survey to my grade 12\u2019s and they indicated that the best ratio is 2:1.\u00a0 This allows for some collaboration, while not having any \u201cfringe\u201d people feeling left out or uninvolved.\u00a0 As for motivation and engagement, I have found that the greater diversity of learning strategies, the better, but the amount of new tech\/software should be limited, rather for the most part, existing tech skills should be built on and used in new and creative ways.<\/p>\n","protected":false},"excerpt":{"rendered":"

    When watching these video cases, I was struck by how many of the arguments and concerns raised then are the same today.\u00a0 On the FOR side, tech is seen to give consistent, dependable results, and instant feedback, allowing opportunity for corrections (Teacher B); tech saves time from tedious data analysis and plotting to increase deeper […]<\/p>\n","protected":false},"author":44810,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669386],"tags":[],"class_list":["post-4576","post","type-post","status-publish","format-standard","hentry","category-a-video-cases"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4576","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/44810"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4576"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4576\/revisions"}],"predecessor-version":[{"id":4577,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4576\/revisions\/4577"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4576"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4576"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4576"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}