- provides an environment that "levels the playing field" for
students with disabilities and special learning needs.
- provides resources that assist the student in delineating personal
educational goals and objectives, benchmarks, and milestones.
- provides student-centered instruction, performance objectives and tasks,
educational goals and continuous assessment techniques
- provides extended learning opportunities and parental involvement, through
on-line moderating and facilitation, guided research, e-mail, and global collaborations.
- provides more students the opportunity to collaborate, teach peers,
facilitate other teachers and professionals, and to understand and utilize the dynamics of
collaborative learning processes
- provides opportunities for self-evaluation through critique circles,
portfolios, and active participation in building project criteria (rubrics)
- promotes independent learners and self-starters who appreciate their work as
authentic and important
- authenticates student assessment and achievement by using information
technology resources to identify and address student progress
- gives students more information to enable them to take greater
responsibility for their own learning, self-assessment, and progress monitoring through
customized reports on student achievement
- assists students in developing a positive orientation about their future.
- "moves from sage on the stage to guide on the side"
- approaches learning with a positive attitude
- fellow explorer and collaborator
- models "best practices"
- proactive commitment to learner progress
- focused encourager -- assists learners in preparing,
implementing, and reaching goals & objectives
- constructive observer -- is kind and compassionate, but
truthful and constructive in assisting learner to build growth plans for
- communicates high expectations
- documents benchmarks & shares in the celebration of
milestones by observing & encouraging changes in behavior
- active and interactive learner -- shares previous
experiences and assists all learners in building connections
- supports -- a resource of wisdom and experience
- provides opportunities that involve technology knowledge
and skills and a variety
of learning activities that address different learning styles and modalities
- challenges learners to reach higher
- demonstrates reflection and manages debriefing after
- provides access to useful knowledge in a timely manner with
dynamic interaction between all learners, providing them new ways of working together and new
processes for continuous inquiry -- promotes productive
interactivity & innovation
- promotes effective communication skills across the curriculum
through speaking, listening, reading, writing, multimedia, & Web-based
- prepares learner for the digital age by instructing in
digital literacy skills, research
problems and hazards of digital information (biased, bad & distorted) versus rich,
timely & powerful information gathering, organizing, categorizing, synthesizing,
evaluating, as springboards to productivity
- provides enrichment opportunities for all types of
learners who have mastered basic
concepts and are ready to advance -- differentiates
- provides students opportunities to develop in career preparedness
or advancement (SCANS)
AS A MODEL
- Models ethical practices and use of copyright laws
- Modeling the Love of Life-Long Learning & Exploration
- Modeling a Patience for the natural ebb and flow of life -- relinquish the
"Type A" Personality when dealing with technology failures
- Models for students the concepts of being a Quality Producer
- Models Innovativeness for students --"thinking
outside the box"
AS A MOTIVATOR
provides relevancy, school-to-careers connections, global resources, and
opportunities for networking with peers and experts
Motivation Formula: Ms = Es
(Adaptation of Victor Vroom's
Expectancy model, Work and motivation, New York: John Wiley, 1964)
Motivation for Success = Expectation for Success
Value of Success X Need to Succeed
In any classroom, a student has defined for
himself or herself a belief in the probability of success. Expectancy carries with it hope or lack of hope, faith in
the process of learning or lack of faith in the process of learning,
expectancy of fairness or lack of fairness, perception of internal
control or perception of external control. The definition for
expectancy that a student formulates for any given class or any given
subject area has the potential of being redefined with the assistance of a
master teacher .
Valuing Success is an incentive-based
variable. Success can be valued if it brings the type of recognition
the student desires. It can be a negative incentive if the student
feels separated from peers or ostracized in anyway. A positive
valuing of success is derived by satisfaction from previous successful
events. This too, can be a teacher manipulated variable.
The Need to Succeed is an identity-based
variable. A student's need to succeed in a certain classroom depends
upon a student's self-image. A student who sees himself or herself
as the "class clown" may not feel the need to succeed in
academic endeavors. A student who identifies with the National Honor
Society might then have a strong desire to succeed. Self-image can
be shaped through experiences, peer input, and incentives.
Learned-failure mode can be reversed through teacher-managed "planned
This Approach-Avoidance Conflict that
many students experience with "success" can be resolved
through teacher modeling,
mentoring, and management of the classroom environment. By changing
any one of the three "formula" components, each of the other
components are affected exponentially. The benefits of
appropriate praise, connection to previous learning, monitoring and
adjusting, planned success events, and learner-centered curriculum have
tremendous potential in motivating every student to succeed.
- A tool which is capable of increasing student motivation for being more
receptive, more engaged, and more likely to learn.
- Promotes cooperation and collaboration among students and trained teachers
who can capitalize on individual student talents.
- Promotes a deeper, richer, and more probing communication between teacher
and students, and among students themselves.
- Promotes more persistence in problem solving among students.
- Affords more varied and individualized methods of assessment.
- Provides an effective learning platform for diverse learners with diverse
interests, talents and intellegences.
- Fosters increased and improved oral and written communication.
- Enables opportunities for more depth of understanding, experiences, and
breadth of curriculum offerings.
- Incorporates increased opportunities for thematic, interdisciplinary
explorations and connections to real-world applications.
- Allows students to develop and integrate hands-on learning with
reflection, collection, and authentic assessment.
- Provides real-world simulations including experiences in professional and
career readiness skills
- Provides contexts for authentic assessment, real-time feedback,
tracking and on-going support for improvement
SERIOUS CONSIDERATIONS --
THE "DON'Ts" of TECHNOLOGY INFUSION
copyright (c) Dr Joy Rousseau 10/1998. Use with permission.