Transcript 11140 Masaru Uchino TCC presentation

Masaru Uchino
University of Hawaii
at Manoa
 Informal Survey Question
 Informal Survey Question
 Q: Have you ever felt a LACK of motivation to write?
 Researcher
 Masaru Uchino
 Researcher
 Masaru Uchino
 Public School Teacher
 Researcher
 Masaru Uchino
 Public School Teacher
 Third Grade
 Researcher
 Masaru Uchino
 Public School Teacher
 Third Grade
 “There are many things that an instructor can
teach students, but motivation isn’t one of
those things.” ~ M. Uchino
 Action Research Project
 Action Research Project
 Problem: Address low student motivation
for writing in a third grade class
 Action Research Project
 Problem: Address low student motivation
for writing in a third grade class
 Research Purpose: Implement a technology
integrated unit plan for writing
 Action Research Project
 Problem: Address low student motivation
for writing in a third grade class
 Research Purpose: Implement a technology
integrated unit plan for writing
 Desired Results: Increased level
of motivation for writing
 Digital Communication
 Digital Communication
 Email
 Digital Communication
 Email
 Social Networking
 Digital Communication
 Email
 Social Networking
 Blogging
 Digital Communication
 Email
 Social Networking
 Blogging
 Text Messaging
 Digital Communication
 Email
 Social Networking
 Blogging
 Text Messaging
 Digital Communication
 Digital Communication
 Digital Pen Pal Project
 Digital Communication
 Digital Pen Pal Project
 Compose Digital Letters on Computers
 Digital Communication
 Digital Pen Pal Project
 Compose Digital Letters on Computers
 Exchange letters using a secure network server
 Digital Communication
 Digital Pen Pal Project
 Compose Digital Letters on Computers
 Exchange letters using a secure network server
 Digital Communication
 Digital Pen Pal Project
 Compose Digital Letters on Computers
 Exchange letters using a secure network server
 61 third grade students
 61 third grade students
 2 homeroom classes
 61 third grade students
 2 homeroom classes
 2 teachers
 61 third grade students
 2 homeroom classes
 2 teachers
 Pen Pals at neighboring school
 61 third grade students
 2 homeroom classes
 2 teachers
 Pen Pals at neighboring school
 Equal number of students
 61 third grade students
 2 homeroom classes
 2 teachers
 Pen Pals at neighboring school
 Equal number of students
 3 homeroom classes/teachers
 Data Collection
 Data Collection
 Classroom Observations
 Data Collection
 Classroom Observations
 Group Discussions
 Data Collection
 Classroom Observations
 Group Discussions
 Reflection Letters
 Data Collection
 Classroom Observations
 Group Discussions
 Reflection Letters
Field Notes
 Data Collection
 Classroom Observations
 Group Discussions
 Reflection Letters
Bulk of important
feedback data
Field Notes
 ARCS Model of Motivation
 ARCS Model of Motivation
 Attention
 ARCS Model of Motivation
 Attention
 Relevance
 ARCS Model of Motivation
 Attention
 Relevance
 Confidence
 ARCS Model of Motivation
 Attention
 Relevance
 Confidence
 Satisfaction
 ARCS Model of Motivation
 Attention
 Relevance
 Confidence
 Satisfaction
 Volition
 The Good
 The Good
 Overall Excitement
 The Good
 Overall Excitement
 “I always wanted a pen pal, but never had the
chance before.”
 The Good
 Overall Excitement
 “I always wanted a pen pal, but never had the
chance before.”
 “I can’t wait to meet my pen pal!”
 The Good
 High level of Satisfaction
 The Good
 High level of Satisfaction
 Extrinsic & Intrinsic Rewards boost overall
motivation levels
 The Good
 High level of Satisfaction
 Extrinsic & Intrinsic Rewards boost overall
motivation levels
 “I knew I could do my best and
felt proud that I could do it.”
 The Not-So-Good
 The Not-So-Good
 Technology Woes
 The Not-So-Good
 Technology Woes
 High level of technical skills required
 The Not-So-Good
 Technology Woes
 The Not-So-Good
 Technology Woes
 The Not-So-Good
 Technology Woes
 The Not-So-Good
 Technology Woes
 High level of technical skills required
 Large portion of class time spent on technology
instruction
 The Not-So-Good
 Nervousness and Fear levels increased
 The Not-So-Good
 Nervousness and Fear levels increased
 Fear of comparative writing
 The Not-So-Good
 Nervousness and Fear levels increased
 Fear of comparative writing
 “Under Pressure” writing
 The Not-So-Good
 Nervousness and Fear levels increased
 Fear of comparative writing
 “Under Pressure” writing
 “I was also scared that if I didn’t
write a good letter then they
would write a mean letter back
to me.”
 Positive experience for all
 Positive experience for all
 Overall motivation levels high
 Positive experience for all
 Overall motivation levels high
 Many lessons learned / skills gained
 Technology Learning Curve
 Technology Learning Curve
 Steep learning curve for tech skills
 Technology Learning Curve
 Steep learning curve for tech skills
 Lack of experience = large investment
 Comparative Writing Fears
 Comparative Writing Fears
 Students afraid of peer criticism
 Comparative Writing Fears
 Students afraid of peer criticism
 Confidence appears vital for writing
 Increased Keyboarding Practice
 Increased Keyboarding Practice
 Increased Computers Skills Training
 Increased Keyboarding Practice
 Increased Computers Skills Training
 Increased Comparative Writing Practice
 Increased Keyboarding Practice
 Increased Computers Skills Training
 Increased Comparative Writing Practice
 Overall build up of skills through
smaller chunked lessons
 My Critical Friends Focus Group (CFFG)
 Andrew, Christine, and Michael
 UH ETEC Professors and Staff
 Dr. Fulford, Dr. Ho, Dr. Lin, Dr. Leong, Ari,
Prof. Hattori, Malia
 UH ETEC Cohort
 Contact
 Masaru Uchino
 Email: [email protected]
ARCS Model of Motivation
www.arcsmodel.com