In my personal endeavors, I am slightly addicted to staying
connected utilizing social networking. I have brought my love for the ease of
use and instant connection utilizing websites like Facebook into my own
classroom practices. I have created a Facebook page, classroom website, class
wiki, a variety of webquests using www.weebly.com,
and established a “safe” online learning environment for my students using www.gaggle.net.
After using Gaggle with my Advanced Reading class, I
realized just how “neat” it would be if other teachers would begin to use this
resource with their students. I sent out an email informing teachers about the
resource while also offering my time to discuss any ideas, need for support,
and/or opportunities for collaboration. When I met with teachers during
planning time, I was met with great enthusiasm and what I assumed was the
beginning of something great. However, as time progressed, there were only
three teachers at my school who responded to let me know they would like access
to the school account to gain access to their own personal teacher accounts.
After considering Keller’s ideas for motivating learners, I
realize I gained the teacher’s attention and conveyed the relevance to their
teaching strategies; however, I failed to build their confidence or generate satisfaction
(Driscoll, 2005). So now, I am faced with the question: What can I do to
motivate the teachers on my staff? Like most schools, our staff’s ability to
use technology falls varies among individuals. We have the novice users who do
as little as possible, while also we have a few technology gurus who are highly
confident in their use of technology as instructional tool. As I noted, I
gained the staff’s attention and conveyed the instructional implications of
utilizing Gaggle resources; however, I did not consider offering any type of
training or hands-on experience to develop confidence in utilizing the tool.
Additionally, I could provide teachers with online resources to show how other
teachers have utilized this excellent learning resource.
To address the lack of interest and implementation, I could
create opportunities for teachers to utilize the platform to discuss and
introduce important administrative rules, ideas, and future plans. For example,
instead of using basic email and PLC meetings to discuss information, teachers
could access Gaggle to discuss ideas. I am currently planning a dance for the
upcoming school term. Gaggle could be used to share ideas, sign up for various
duties relating to the dance, etc. This activity will build confidence by
providing teachers with opportunities to use the platform in a non-threatening
way. As the teachers utilize the resource, they will see the use of Gaggle is
not only worthwhile but also engaging and relevant to today’s learners’
interests.
Reference:
Driscoll, M. P. (2005). Psychology of learning for
instruction (3rd ed.). Boston: Pearson Education, Inc.
Hi Laura,
ReplyDeleteI just enjoy following your blog. Your idea of using the ARC model instead of email is great. You have also instroduced a new tool for me Gaggle. I am going to add this to my repertoire. Great Post
Module 5 Feedback from Tawana Stiff:
ReplyDeleteGreetigns Laura!
Since teaching in itself is an ongoing learning process, it seems that your suggestion to integrate additional technologies would have been met with enthusiasm. There must be some underlying cause that makes teachers reluctant to adopt 21st century tools that are clearly effective in enhancing student learning. What do you believe those underlying causes are?
Great post!
Tawana
Tawana,
DeleteTime, confidence in using the technology, and fear of being unsuccessful appear to be the greatest deterrents in utilizing resources of these nature. It seems students fresh out of college are the most receptive of trying engaging techniques utilizing technology; whereas, the veteran teachers are set in their traditional ways. What do you think?
~Laura
Great post!
ReplyDeleteI am not sure what time of the year you treid to implement Gaggle. Usually the beginning of the school year and around testing time is a very busy time for teachers. Having teachers use Gaggle and develop a website during non peak months might provide a better outcome.
I will probably try again next year; however, I have found a few other resources thanks to our classmates that I may try to encourage teachers to use as well. Thanks for your response!
Delete~Laura
Laura,
ReplyDeleteI emphasize with your dilemma. I also tried to implement a social network (Edmodo) at our school and was met with resistence. My students love Edmodo! I may offer a professional development class in the Fall. I think more people will be receptive to it if they knew more about it in a professional setting. Great post!
I just now registered for an account. I look forward to exploring what Edmodo has to offer. Thanks for the resource! :)
Delete~Laura
Laura.
ReplyDeleteFirst of all, congratulations on providing such a variety of technological resources for your students use. You are also to be commended for your initiative in getting the rest of the staff involved in integrating technology in their classrooms. However, as you realized while students are known to wholeheartedly embrace new technology, teachers often have reservations. Confidence building is an extremely important aspect of confidence building, and your plans to use gaggle in a non threatening way is a good step towards boosting their confidence
I have played around with Gaggle some during professional development myself, but never really embraced it like I could. I share your pain of being enthused about implementing something new and sharing it only to get a smaller response back then you were expecting. I think the key is "selling" it to others and getting them to get pumped up on how they'll be benefitting from using the technology and to go from there. Thanks for posting!!
ReplyDelete