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Motivation Through Technology in the High School English Classroom

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Joel Mayo

on 26 April 2011

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Transcript of Motivation Through Technology in the High School English Classroom

Introduction
What is Technology?
Technology in Classroom
Effects of Technology in the Classroom? by Joel C. Mayo
EDN 5440-001
April 26, 2011 Motivation Through Technology in the High School English Classroom Reservations with Technology
Lack of Funding $$$
Teacher Knowledge and Skills
School Leadership
Teacher Attitudes and Beliefs
Assessments Unmotivated Children
Are children motivated to learn?
Chaucer Vs. Apple iPad Technological Motivation
Technology provides interaction and the chance to see the real world in the classroom (Ilter, 2009)
Relevant to Students Blogs as a Motivator
New way to approach computers
Accessible
Great way to approach Literature discussion or Composition
Creative Journal Study by Hsu and Wang
Quantitative/Qualitative Study at a Northeastern US University
Participants included 149 students in a developmental reading course
Motivation didn't see an increase, but retention rate and interaction increased
Factors affecting study: Age Group, Experience with Blogging, Teacher Acceptance Motivation for Language Learning
Technology could be essential in the learning of language due to how easily students can lose motivation and desire to learn (Ilter, 2009).
Ilter found through a descriptive study that students in fact found technology enjoyable and helpful to their learning of language, with about 70% of the males and 78% of the females in the study group feeling that technology increased their motivation to learn (2009). Videoconferencing
Language learned through Skype
As a cost-effective solution, videoconferencing allows language learners to interact with people of other countries to experience language first-hand through pedagogically sound interaction (Wu &Marek, 2010).
It is important to include interaction with others as much as possible in the curriculum through technology and scaffold this concept throughout the year so that students are more confident and independent in their language interactions with native speakers and other learners (2010) Important Considerations:
Quality of the Technology
Accessibility
Enhancing the Traditional Lesson
Prepare Students for the Future
Professional Development Quality vs. Quantity
Lei points out that “for technology to have meaningful impact on teaching and learning, close attention must be paid on the quality of technology use: how is it being used, what is used and for what purposes” (468).
Type of Technology and it's ability is more important than how much technology Vital Considerations
Technology needs to be accessible despite funding
If technology were to be used in the classroom, it needs to enhance the traditional pedagogy taking place or transform it so that it provides the same lasting impact.
It should transform in a way that closely relates to students and connects to the overall instruction with ease, rather than impairing it in any way (Blachowicz et al., 2009). Professional Development
Teachers need to have training of technology so that it is effective for students
Study by Barone and Wright, received training from the company Apple on the use of the computer, as well as ways to incorporating it into his lessons and the standards being taught (2008).
Designated students were trained and put into classes to help teachers further develop their skills
Contant development leads to success Conclusion
Technology has great potential to motivate students to learn
Teachers need to be trained and fully understand how to use technology
Technology needs to be used as a support for traditional pedagogy
More research needs to be conducted References
Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media technologies. The Reading Teacher, 62(4), 292-302. Retrieved April 1, 2011, from the ERIC database.
Blachowicz, C. L., Bates, A., Berne, J., Bridgman, T., Chaney, J., & Perney, J. (2009). Technology and at-risk young readers and their classrooms. Reading Psychology, 30, 387-411. Retrieved April 1, 2011, from the ERIC database.
Hsu, H., & Wang, S. (2011). The impact of using blogs on college students' reading comprehension and learning motivation. Literacy Research and Instruction, 50, 68-88. Retrieved April 1, 2011, from the ERIC database.
Ilter, B. G. (2009). Effect of technology on motivation in efl classrooms. Turkish Online Journal of Distance Education, 10(4), 136-158. Retrieved April 1, 2011, from the ERIC database.
Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Education Technology, 41(3), 455-472. Retrieved April 1, 2011, from the ERIC database.
Wu, W. V., & Marek, M. (2010). Making english a 'habit': Increasing confidence, motivation, and ability of efl students through cross-cultural, computer-assisted interaction. The Turkish Online Journal of Education Technology, 9(4), 101-112. Retrieved April 1, 2011, from the ERIC database.
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