Prior to the purchase
of my first laptop computer in early 2007, I would unfortunately have to
consider myself a laggard in the digital world of technology. During that first year and in 2008, I moved
at a snail’s pace in the development of my own digital skills. This all changed drastically in 2009 when I
committed myself to getting further educated in an online setting. I opened my first Facebook account and
enrolled myself into a cyber university.
Since then, I firmly believe that I have made the transition from a laggard
to an early adopter of new innovation.
In just under three years, I have skilled myself in many different digital
technologies to network with content and significant people vital to the
success of my studies.
Considering this short
amount of time and that I am relatively new to the field of public education, I
have yet to significantly attempt to encourage folks I work with to use digital
technologies. On the other hand, I have
encouraged people outside of work and who are close to me to purchase smartphones
with data plans and to create their own Facebook accounts.
The resistance by most
of the laggards I push technology on is plainly evident. It is plain to see that what I believe to be
as necessity, they believe to be an unnecessary convenience. My approach is probably to blame for most
folks do not like to be preached to. They
demonstrate behaviors of annoyance and are argumentative about the significance
of technology needs for society. I
should probably take on a role of an instructor for pressing motivation to
accept these ever-increasingly, more popular technologies. My motivational strategy should resemble an
approach by John M. Keller that use strategies to gain attention, enhance the
relevance, foster confidence, and ensure satisfaction (Driscoll, 2005).
Their motivation to enter the transition is lacking. For instance, older people around me are holding on to their ancient flip-phones because (though they would never admit it) they are scared of smartphones. To help them, I could create some attention through visual arousal (ARCS Motivation Model, n.d.) by showing some video of their favorite singer on you tube using my smartphone. I could then give them a goal (n.d.) and “coincidently” let them type up a different artist and make a selection. I would then give them a success opportunity with the attainable challenge (n.d.) of picking out a desired video and playing it. I would suggest that maybe it could be one they has not been seen in years or even decades. Finally, I would measure their satisfaction through feedback (n.d.) by asking them what they thought of the ease of the activity of finding a video they liked or have liked in the past.
Their motivation to enter the transition is lacking. For instance, older people around me are holding on to their ancient flip-phones because (though they would never admit it) they are scared of smartphones. To help them, I could create some attention through visual arousal (ARCS Motivation Model, n.d.) by showing some video of their favorite singer on you tube using my smartphone. I could then give them a goal (n.d.) and “coincidently” let them type up a different artist and make a selection. I would then give them a success opportunity with the attainable challenge (n.d.) of picking out a desired video and playing it. I would suggest that maybe it could be one they has not been seen in years or even decades. Finally, I would measure their satisfaction through feedback (n.d.) by asking them what they thought of the ease of the activity of finding a video they liked or have liked in the past.
Usually, it is hands-on
experience and positive feedback that speaks louder than words when pushing
technology and it seems to me the ARCS model is practical enough to stimulate
curiosity and encourage success about new technology, whatever it may be.
I relied to Melinda Sroeders' blog @ http://schroederedtech.blogspot.com/2012_05_01_archive.html
I also replied to Sherri Careys' blog @ http://theoryandeducationaltech.blogspot.com/2012/05/moodle.html?showComment=1336744884951#c6012489073327950648
References
Driscoll, M. P. (2005). Psychology of learning for instruction. (3rd ed.). Boston, Mass: Pearson Education, Inc.
ARCS Motivation Model.
(n.d.). Retrieved from http://sites.google.com/site/motivationataglanceischool/arcs-motivation-model
I agree that emergin technology like smartphone are the wave of the future; however, at the same time I have never owned a smartphone. My reasoning has nothing to do with being scared of the technology since I actually am quite the tech junkie. Firstly, I still find the cost of the service plan and net access via the smartphone excessive. My cell purposes are met quite well with my low end phone and pay-as-you-go plan. Secondly, I still find it much more convenient to browse the web for business or leisure via my desktop or laptop computers. I am sure that will not always be the case, but I'm not in a rush for the switch.
ReplyDeleteI wonder how many of those others who don't yet have a smartphone have similarly reasons and how many actually do fear the technology. I have certainly met some in both categories.
Hi Tim,
ReplyDeleteI am still using a slider prepaid phone. I am not a fan of iPhone or smart phone. When I am at home, I have two land lines; one local and the other unlimited domestic and international long distance. When I am at school, I can use google phone to contact parents. Both at home and at school I have high speed cable/fiber optic connection to access the internet. The only time when I use my cell phone is when I am neither at home nor at school, but driving and I prefer no phone while driving.
Do I still need an iPhone or smart phone? What is your opinion?