Thursday, February 23, 2012

Module 6 Learning Philosophy Debra Morris

I believe learning should be an active process that allows students the opportunity to explore and be creative in an environment that promotes success.  I believe learning should be presented in a manner in which the learner does not fear exploration and expression of his/her thoughts.  It should be active and allow for collaboration between learners.  I find that constructivism leans toward my thoughts on learning.  Constructivist learning allows for active engagement and uses problem solving strategies (Driscoll, 2005). This theory allows the learner to build upon prior knowledge. My learning experience with Walden University has provided me with this type of learning environment and therefore, I have applied this style to my teaching.
I have found that students are able to digest and apply material when it is presented in a meaningful way.  In addition, engagement is greater when they are active participants in a community of learners.
I believe creating an environment that is engaging and promotes success is non-negotiable.  My purpose for teaching is to engage students in the exploration of new knowledge and build upon prior knowledge.  It is to promote success for all learners.  In addition I feel my purpose is to create life-long learners that leave my classroom with knowledge and skills they can apply and find purpose in.  With these things in mind, it is vital that I promote the use of technology within this type of environment.  Research has shown that collaboration among learners promotes success.  Technology allows for greater collaboration, engagement, differentiated instruction and task, research of knowledge and application.
Driscoll, M. (2005).  Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
I have responded to Sandra Dykes and Toni Toney

Wednesday, February 8, 2012

Module 5

Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate?

I will never forget my first year moving from a veteran teacher having taught special education in resource and collaborative settings to a teacher in the general education 2nd grade classroom.  Our principal was investigating the process of implementing mimios for our classrooms.  In order to experience with the equipment, he provided teachers with a roll cart which held the mimio equipment.  Mimio is very similar to promethean boards.  He gave me the responsibility of transporting the cart amongst the second grade classrooms, quick training the teachers in its use, and encouraging them to experiment with it.  Boy did I get told.  I met resistance from one particular veteran teacher.  She never moved from her position of arms crossed, smirk on her face and position far away from the equipment.  She informed me that she had no intention of using the material.  She stated that she had done just fine using chalk and board, text,  paper and pencil. She added that she only had one more year and was not about to learn a whole new tool.  This experience was so different from everything I had experienced with my “teacher peers” in special education.  In special education, we were always so tickled to get any new tool to try out with our students! 

On the opposite side I have found that there are those teachers who try very hard to adjust and learn how to use new technology tools.  I especially found this to be true in one first year teacher who taught next to me for several years.  Although we were each older than our remaining team members, we were as excited as young chicks when we got together, shared ideas, and explored new technologies.

The lesson I learned through these experiences is the importance of surrounding yourself with people who are positive, truly care about students, and are creative in their teaching style.

Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success. 

In utilizing ARCS model (Attention, Relevance, Confidence and Satisfaction), I would do the following:

Promote Attention – Mimio promotes attention immediately.  Students are drawn to the interaction it provides.  They are able to manipulate and interact with the lesson through the use of a pen which makes additions, erases, reveals information and so much more.  Students attention spans are longer when they are engaged and using several of their sensory inputs such as touching, seeing, and hearing.

Improve Relevance –  Teachers would be prepared for this transition rather than throwing it in their hands and saying “here it’s your turn to try it out”.  They will be connected with resources that will enable them to see first-hand how this technology addresses their standards in a dynamic way.  They will have opportunities to discuss amongst themselves issues and ideas for implementation.  Two teachers will be selected to implement it first, and then share their success with the others.  Many times, teachers are more willing to try new tools once they see how it is benefiting their peers.

Build Confidence – Teachers will build confidence in their implementation of the new technology if they are allowed to make the transition through steps.  One major downfall in the experience described above is that some teachers felt they were being forced to try it out.  Comments were made by one teacher that she never gets in front of her class and uses something for the first time.  The time frame of trial was way too short.  The time frame would definitely need to be adjusted.

Promote Satisfaction –  The greatest way to promote satisfaction is through seeing others be successful and then implementing it yourself.  Student’s enthusiasm is also a great resource for promoting satisfaction.  Teachers satisfaction will be heightened if there questions and trouble spots are quickly addressed.


Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

I have responded to Fred Davis and Karen Wondergem's blog.