Module 5 - New Technologies

Once upon a time, my school decided to move its communication system utilizing the Google platform. When the staff was informed about the changes, mixed reactions took place. Some responded with excitement and some with great concern.

The direction the school was going was to not only utilize the e-mail system to communicate with each other, but also take advantage of the collaboration tools available to create documents simultaneously.  

A knowledgeable professional was invited to come for a two-day training after school. Printed handouts were given out that included print-screened images that showed sequential steps.

In the beginning of the training we could hear those reluctant teachers complain that they could not find what they were looking for and constantly expressed their frustration. Because of this, the presenter decided to pair everyone up in such a way that those struggling individuals could be next to a more knowledgeable one. As the training progressed less and less complaints were expressed and we could see a change in people’s faces, as they realized that it was not that difficult after all.

As a final task, the trainer created a document that was shared with everyone present and gave us 10 minutes to develop it together. Quickly we assigned each other with a different section of the document and in no time everyone was typing from their own computer the same document.

The teachers that continue working at the school are still using the same platform and now they are leading out and utilizing new technologies in their everyday instruction.

As presented by Keller (2006), for this group of teachers fear was a negative element that was hindering their attention of adapting to the demands of the 21^st century in regards to technology. Once the stress levels were diminished, the teachers were able to follow directions and focus their attention increasing their motivation to learn. As the training progressed, the instruction demonstrated how many of the tools could be used in the classroom, as well as the school in general.

As mentioned earlier, with reluctant attitudes the teachers began interacting with the platform and realized that it was not as difficult as they thought. After a while, their confidence level increased allowing them to function independently from any external help offering the satisfaction for their accomplishment.    

References

Keller, J. (2006). ARCS Design Process. ARCS Model. Retrieved from http://arcsmodel.com/Mot%20dsgn%20A%20prcss.htm      


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