KELLER'S ARCS--MOTIVATING LINCOLN TECHNICAL INSTITUTE TEACHERS

At Lincoln Technical Institute we have many computer labs. One of the things I have notice is that our Medical Assistance teachers have low self-efficacy in experimenting with new technology. One of the areas that come to mind when I think of our MA teachers is that they spend a lot of time in creating their own hard copy quizzes, test, and exams. So I asked a couple of the teachers why are they not utilizing the computerized test bank that comes with their textbooks instructional software.

So, I proceeding to ask a couple of the MA teachers why do they make up their own test when they have access to computerized test banks that comes along with their textbook. One teacher told me that they enjoy making up their own test questions, and they could create A, B, C tests to insure that their students were not cheating. Another teacher said they felt it would take too much time to learn how to use the computerized test bank, and they did not always have access to the computer lab. Another teacher said they wanted to make sure the objectives they taught were cover in the test. Another reason the MA teacher told me was that they really were not computer savvy. So, I asked the teachers when you write your objectives are goals on the board, do the objectives and goals matches the chapters in the textbook. The recurring answer, I receive was of course. So, I tried to explain to them that with the instructional CD give a test bank and it was not hard to learn how to develop test :

1. That met the objectives and goals that they were teaching.
2. They could also create A, B, C tests if they wanted to.
3. They could also list the goals and objectives on the test, which would enable them to access whether the students mastered the goals or objective.
4. They could also set security to the test, by assigning a password for each test.
5. They could also time the test.
6. Allow the students two times to answer a question and if the answer is incorrect a confirmation box was appear on the screen that the answer was incorrect and give the student another opportunity to answer the multiple choice question.
7. At the completion of the quiz, test, exam, the students test is graded and the student get immediate feedback and a grade. The students do not have to wait for the teacher to grade the test.
8. In regards to the computer lab availability, they could at least utilize the mega labs (which have over 35 computers in three sections for testing for their midterm and final exam, so at the end of these major exam students would receive immediate feedback.
9. They could build their own tests using the computerized test bank, whether it was a multiple choice, true/false, short answer, essay or a combination test. Even with the many advantages I pointed out to the teachers I still was met with resistance or disappointing results.

So I started thinking about Keller’s ARCH. How could I use the Model of Motivation, Performance, and Instructional Influence? Then it occurred to me that I needed a strategy to stimulate motivation in using the test bank. So I invited these teachers to sit in my class while I was administering a computerized test. Using ARCS, after seeing the students’ response to taking a computerized test and reviewing their test scores, by receiving immediate feedback, I got their ATTENTION. To demonstrate the RELEVANCE of computerize testing I ask to the teacher to spend one hour after school where I show them how to incorporate goals and objective they wanted to students to meet. I builded their CONFIDENCE by helping them do a step by step development of a multiple choice test within 15 minutes. What would ready neat, I show them how they could incorporate their own test questions into the test bank. Then I allow them to take the test they develop and note how the goals or objective on the answer sheet was available to them. This generated excitement and SATIFICATION because they could feel and see what their students would experience after taking a computerized test.

Check out this video, because teachers' need to understand the importance of motivating students and integrating technology into the classroom.

Motivating Teachers

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.