2 Factors That Influence The Adoption of Technology

2 Factors That Influence The Adoption of Technology

In education, there are many possible factors that influence the adoption rate of technology. Whether it be related to financial constraints, inaccessibility, or the lack of initial and continued technical support, many institutions struggle to gain and maintain new technologies in the classroom.

So, when presented with a new technology, how may a learner or educator decipher if the technology is worth their while or not? First, they may consider the Technology Acceptance Model (TAM).

Technology Acceptance Model

The TAM was first introduced by Fred Davis and Richard Bagozzi in 1989 (Phan & Daim, 2011). This model adopts two notions: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) (Phan & Daim, 2011). The breakdown of this model is to identify why people choose to use a particular technology over another. 

In regards to PU, adoption rates in technology may climb much faster for those who believe that the technology that they are interacting with is useful to them. Technological devices that show less usefulness to an individual, on the other hand, may be more difficult to adopt in the long-run. 

PEOU looks at how the user views the technology, and whether they believe that its use and implementation will be simple, requiring minimal effort. In 2019, many users of technology are looking for the fastest, most reliable ways about their technological experience. If individuals perceive a gadget to be difficult to work and understand prior to using it, the adoption of it may cease to exist!

Another concept that users may consider includes the Diffusion of Innovation Theory.

Diffusion of Innovation Theory

The Diffusion of Innovation Theory is a concept that has been evolving since the beginning of the 20th century, and eventually landed at Everett Rogers' (1962) idea that individuals in society fall into one of five adopter groups (Boston University Medical Campus, 2018). Rogers' theory mentions that if companies want to adopt a wide-spread behaviour, each group must be marketed to in different ways, using different modes and techniques. This idea holds great truth as institutions must understand that not all educators are going to be innovators or early adopters, and appropriate training and resources must be made for the remaining three groups (which make up for 84% of the population), in order to reach and maintain a wider audience. Without marketers looking at the needs and abilities of each group individually, the adoption of different technologies among a greater population may fail.

References

Boston University Medical Campus. (2018). Behavioral change models: Diffusion of Innovation
Theory. Retrieved from http://sphweb.bumc.bu.edu/otlt/MPH-
Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories4.html

Cheung, A. [Adrian Cheung]. (2019, March 2). Technology Acceptance Model [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=51&v=MmW4374gLn8

Phan, K., & Daim, T. (2011). Exploring technology acceptance for mobile services. Journal of Industrial Engineering and Management, 4(2), 339-360. doi:10.3926/jiem.2011.v4n2.p339-360

Rare. [Rare]. (2015, April 2). Diffusion of Innovation Theory: The adoption curve [Video file]. Retrieved from https://www.youtube.com/watch?v=9QnfWhtujPA

Written By: Hayley Taylor (100730514) #techcurr

Mobile Technologies and Mobile Learning

Mobile learning, also referred to as m-Learning, is simply a way to access learning material, using mobile devices. Examples include, cellular phones, laptops and tablets. m-Learning allows the student the opportunity to learn where and when they choose to.  

Retrieved from: https://www.edgepointlearning.com/blog/what-is-mlearning/

Use of mobile technology in education allows for the opportunity to create a more flexible learning environment that benefits both faculty and students. It allows for a shift from teacher to a community of learners concept (Hamm et al., 2013, Peters, 2007). 

Students who have difficulty with mobile learning tools, may have a negative experience with m-learning (Ting, 2012).  The concern of multitasking also presents itself. Multitasking may cause a distraction in themselves or other students as a result of  their use of technology (Bellur et al., 2015, Junco, 2012, Sana et al., 2013). 

Other research reports an improvement in students’ perception of collaborative learning (Lai & Wu, 2006).  According to Jeng, Wu, Huang, Tan, & Yang, mobile devices and applications are not meant to “complicate the learning process, but facilitate mobile learners’ learning (2010). Collaborative learning is recognized as an effective strategy in the promotion of student engagement (Lumpkin, Achen, & Dodd, 2015). Literature also shows mobile learning can lead to an increase in student independence, engagement and communication (Dunn et al., 2013, Junco et al., 2011).

Further research could be implemented that reviews student motivation for using technology.  Faculty can encourage the use of resources as new ways of teaching and learning. Students can review how and why they are utilizing the technology, and with the help of faculty, find ways to incorporate them into their learning.

References

Bellur, S., Nowak, K., & Hull, K. (2015). Make it our time: In class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63e70.

Dunn, P., Richardson, A., Oprescu, F., & McDonald, C. (2013). Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course. International Journal Of Mathematical Education In Science And Technology, 44(8), 1160e1174. http://dx.doi.org/ 10.1080/0020739X.2012.756548.

Hamm, S., Saltsman, G., Jones, B., Baldridge, S., & Perkins, S. (2013). A mobile pedagogy approach for transforming learners and faculty. In Zane Berge, & Lin Muilenburg (Eds.), Handbook of mobile education. New York, NY: Routledge.

Jeng, Y.-L., et al. (2010). The add-on impact of mobile applications in learning strategies: A review study. Educational Technology & Society, 13(3), 3e11.

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal Of Computer Assisted Learning, 27(2), 119e132. http://dx.doi.org/10.1111/j.1365e2729.2010.00387.x.

Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28, 2236e2243.

Lai, C.-Y., & Wu, C.-C. (2006). Using handhelds in a jigsaw cooperative learning environment. Journal of Computer and Assisted Learning, 22, 284e297.

Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121e133.

Peters, K. (2007). M-learning: Positioning educators for a mobile, connected future. International Review of Research in Open and Distance Learning, 8(2), 1e17.

Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers and Education, 62, 24e31.

Ting, Y.-L. (2012). The pitfalls of mobile devices in learning: A different view and implications for pedagogical design. Journal of Educational Computing Research, 46(2), 119e134.

Skype in the Classroom

Wouldn’t it be great to collaborate with a class from another country? To go on a fieldtrip to an elephant sanctuary in Tennessee? To have Jane Goodall as a guest speaker? To compete against a class from a different part of the globe? You’re in luck, as Skype in the Classroom offers all this.

Skype in the Classroom is a free community for educators that offers live transformative educational experiences for students including Virtual Field Trips, talks from Guest Speakers, classroom to classroom connections, and live collaboration projects (Microsoft, 2019).

Skype offers teachers the opportunity to provide students with access to new cultures and languages, while viewing different countries in real-time.

(10 Reasons to Use Skype in the classroom, 2019)

Ways of connecting your class to the world

Virtual Field Trips. Skype in the Classroom benefits all types of students, especially the ones who aren’t so keen on doing traditional research by reading page after page of information in a book or online. Going on a virtual field trip takes the field trip to the student, allowing them to see first-hand what it’s like in other locations while asking appropriate questions directly to experts. 

Skype Collaboration. Skype offers a wide range of topics and subjects that can be the focus of collaboration between classrooms, communities and people. Why not collaborate to learn about another culture or language? Or take action and raise funds to provide water filters for a community in need of clean water? How about sharing a video presentation about global innovation with classes from different parts of the globe?

Mystery Skype. Mystery Skype is a chance for students to connect with other children from around the world. The goal of this game is to be the first class to guess where the other class is located through yes/no answer questions. Students collaborate with their peers in a way that allows them to build their critical thinking skills, research skills, and communication skills.

Here are some tips on preparing your students for a Mystery Skype session.

(Mystery Skype Tips, 2019) 

Guest Speakers. Skype in the Classroom has a large data base of professionals from around the world that are willing to share their expertise and inspire students. There’s a range of experts from computer programmers, zoologists, environmentalists, TV personalities and much more. Conduct a quick search and get connected to an expert quickly!

Give it a try, but do it thoughtfully

Why not give your students the opportunity to travel the world without a passport? Opening up your classroom to the world will assist you in providing rich learning experiences for your students. It will create a sense of empathy, cooperation, curiosity, commitment, respect, appreciation and enthusiasm when done properly. However, Skype should not be used for the sake of incorporating technology in the class, as this can lead to few if any academic benefits. Teachers must use it in a way that is directly connected to academic goals that match the school curriculum (Morgan, H., 2013, p 199). Why wait? Create an account today at https://education.microsoft.com/skype-in-the-classroom/getting-started and connect your students to the world.

References

Microsoft. (2019). Skype in the Classroom. Retrieved from https://education.microsoft.com/skype-in-the-classroom/overview 

Morgan, H., (2013). Using Skype for Exciting Projects. Childhood Education. 89 (3) 197-199. 

10 Reasons to Use Skype in the classroom [infographic]. (2019). Retrieved from https://www.mrdearybury.com/globally-connected-classroom/ 

Mystery Skype Tips [infographic]. (2019). Retrieved from https://www.mrdearybury.com/globally-connected-classroom/ 

By: Marc Fortier

Characteristics of a Good Web-Based Learning Tool

TEDED: Why Use it in Your Classroom?

TED ED is a web-based learning tool that uses a flipped classroom instructional style. TED ED is essentially an archive of short educational videos, based on a multitude of subjects, where students and teachers can interact with the material in four foundational ways: Watch. Think. Dig Deeper. Discuss.

What makes TED ED standout as an educational platform is the high level of production value. The information presented in every TED ED video is vetted and created by professional teams consisting of animators, writers, and educators. This creates a sense of academic authority and consistency.

Integrating TEDED into the Classroom
When integrating a technology into a learning environment, it is important to ensure that it enhances the experience. The great thing about TEDED lessons are the customizable plans. Educators can use the video as a foundational element and use quizzes comment tools to test students on more specific content they have explored in their classroom. The added benefit of TEDED is that educators and students have the ability to access this information outside of class, allowing conversations to extend outside of dedicated class time. Peers and educators can continue to interact with the material in a meaningful way and collaborate in an online community. 

Educational Theories
What makes TEDED so easy to integrate into the classroom is its multi-faceted use of learning theories and concepts. The tool effectively uses the ARCS method to ensure students are motivated and engaged in their learning. The casual and often humorous tones of the videos help capture and retain attention thereby maintaining a student's motivation during the process. Additionally, the customization allows the educator to focus on areas of the content that are more relevant to their students which helps motivate learning as suggested by the ARCS model of motivational design (Keller 2010). 

The platform also effectively utilizes the cognitive load and elaboration theories to aid in the successful and seamless integration into a curriculum. The videos are short, usually only six to seven minutes long, therefore not demanding excessive cognitive load. The learning process is broken into smaller digestible categories and decreases extraneous load (David 2014). Lastly, the platform is arranged to build on the previous step. The process starts by simply watching the video which is followed by answering questions about the content then reflecting upon the information and extending it further (Reigeluth 1980).  

Conclusions
TEDED is easily implemented into a classroom. It requires limited technological tools and is easy for the educator to customize and manipulate in order to enhance previous learning. The way the platform is presented allows students to interact with the material at their own pace and doesn't present high risk stakes, therefore making the process feel safe. The tool can be used by individual students or collaboratively in groups depending on how the educator sees fit. Regardless of how the educator chooses to use TEDED in the classroom, it is an innovative tool that requires very little extraneous effort to interact with and yet adds so much depth to the learning experience.

References

David, L. (2014) "Cognitive Load Theory of Multimedia Learning (Sweller). Learning Theories, Retrieved from https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html 

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model of motivational design. Boston, MA: Springer. 

Reigeluth, C., Merrill, M. D., Wilson, B., & Spiller, R. (1980). The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instructional Science, 9(3).

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Problem-Based Learning and Adult Education

Problem-Based Learning
Upon reflecting on how to create a meaningful curriculum and what meaningful learning experiences look like, I noticed an emerging trend. That trend was the inclusion of problem-based learning. Now more than ever in the K-12 curriculum we hear that term. Play-based learning is also an educational buzzword. What is problem-based learning?

Adult Education and Problem-Based Learning
Last semester I was enrolled in a course called Constructing Knowledge. This course was unlike any course I had ever experienced in my MEd program. Speaking very honestly, it was unlike anything I had ever really experienced. Period. During this course, the facilitator threw us into the deep end of problem-based learning. He would give us some ideas to play with. To explore. But we were given a lot of freedom. A freedom that felt so foreign to most of us. We were used to direction and structure. We were used to working for marks and not the process of enjoying the journey. We couldn't relate to the process of learning when it felt so present. We had become so accustomed to be passive is our own learning. Our journey was typically wholly shaped by someone or something else.

The Struggle is Real
Throughout the course we were challenged to work in groups and explore topics that interested us with very loose limitations and structure. It felt like a struggle. That kind of freedom seemed like such a burden. Why was this so difficult?

As adult learners we should be willing to adapt. Unfortunately, through years of being a student we accept certain norms. We accept a passive role. We don't see ourselves as co-creators. Problem-based learning forces the learner to be active. To explore and participate. The main focus is the journey...not the destination. We tend to get caught up with the destination which is the mark when really how we got there, regardless of the number or letter, is the important part. The successes. The failures. The connections and lessons learned.

How to Integrate Tech to make PBL Seamless 
When introducing learners into a PBL environment for the first time, it can be helpful to use various tech-tools in order to help them acclimatize to the new learning process. It is also important to use tools that learners are familiar with or are easy to navigate. Tools that incorporate gamification can also make the process easier for students to engage with new information. For example, if students use Kahoot to teach a new concept or idea after presenting information, it will ensure that a majority of the students engage with the material in a meaningful way. Additionally, the gaming aspect makes the process more accessible and free of pressure. Kahoot is also easy to use and straightforward making the transaction of information seamless. 

Cyber Bullying and How to Prevent it

Our world is becoming smaller as digital media platforms, such as Facebook, Twitter, YouTube and Instagram are connecting all corners of the globe in a way that allows people to share information instantly while hiding behind a screen. This sense of anonymity is making it easier for people to impulsively say what they want online with little repercussions. While technology continues to make it easier for people to act irresponsibly and inappropriately, it is important to do our part in keeping the internet safe.

O’Keefe et al define cyber bullying as, “Using digital media to communicate false, embarrassing, or hostile information about another person” (O'Keeffe et al, 2012, p. 801). As this problem continues to worsen, it’s important to try to understand why our youth feel that it’s okay to bully online. Cassidy et al conducted a survey, asking high school students reasons why they cyber bully. The following is a list of reasons provided by these students:

• They did not like the person
• The person upset them
• They were bullied first, so it was acceptable to bully back
• It was acceptable behaviour as they have friends who also do it
• They did it because it was fun

The following photo depicts what cyber-bullying can look like.

Figure 1. (Vakadewatabua, n.d.)

As negativity is contagious and easily spread, it’s our duty to counteract this with positive messages and comments by being digital leaders. George Couros defines digital leadership as, “Using the vast reach of technology (especially the use of social media) to improve the lives, well-being, and circumstances of others” (Couros, 2013). Jeremiah Anthony is a perfect example of how one person can spread positivity across a whole school. In the YouTube video, A Sincere Compliment, Jeremiah explains how he created a Twitter account as a way of sending positive messages to students from his school. He claims that this combats cyber bullying as cyber bullies focus on all that is negative, while ‘A Sincere Compliment’ focuses on the positive aspects (Anthony, 2013).

To learn more about Jeremiah’s story, click on the YouTube video below (Anthony, 2013).




Not all students may feel comfortable taking action the way that Jeremiah has. Some of the easiest ways of combating online bullying is to not participate in it. For students who fear ridicule or push back due to peer pressure, there are smaller, less public ways of combating online bullying.

The following is a list of ways of doing this (Vakadewatabua, n.d.).

• Never post hurtful things about anyone
• Be careful what you “joke” about
• Don’t respond to an inappropriate or mean message
• Don’t forward chain emails or rumors
• Proofread your message and think about what they say
• Don’t post anything personal about yourself or others
• Don’t post gossip online
• 
  Never tease, insult, threaten, or harass anyone
• Keep negative thoughts to yourself

Figure 2. (Vakadewatabua, n.d.)

Cyber bullying has been known to cause profound psychosocial outcomes on our youth, including depression, anxiety, severe isolation and suicide (O'Keeffe et al, 2012). It’s about time more people take a stance against this unnecessary online behaviour and start to fight for a more positive, caring and principled online world. Let’s use technology responsibly.

References

Anthony, J. (2013, January 2). A Sincere Compliment [YouTube]. Retrieved from https://www.youtube.com/watch?v=2InkWRc1zww

Cassidy, et al. (2009). Sticks and Stones Can Break My Bones, But How Can Pixels Hurt Me? Students’ Experiences with Cyber-Bullying. School Psychology International, 30 (4), 383-402. doi: 10.1177/0143034309106948

Couros, G. (2013, January 7). The Principal of Change [Blog post]. Retrieved from https://georgecouros.ca/blog/archives/3584

O'Keeffe, et al. (2012). The Impact of Social Media on Children, Adolescents, and Families. American Academy of Pediatrics Clinical Report, 127 (4), 800-804.

Vakadewatabua, S. (n.d.). Stop cyberbullying [Blog post]. Retrieved from https://www.sutori.com/story/cyberbullying-and-digital-drama--eJMNS7GxxCydG9ZFnCtMFevC
 

By: Marc Fortier

Old Crow and Squawker: Tweetosphere

Our flapping around the Tweetosphere has continued (first installment) and after reviewing the Community of Inquiry model we realized that Twitter is a tool that supports professional learning in a community of educators.

As an educator who finds value in Twitter, I embrace a social presence albeit a strangely distant personal one. Now being on Twitter for awhile and having met a few folks via conference has developed my confidence and I’ve now moved beyond the acquaintance phase with some.  I have twitter friends who we jokingly say we stroke each other’s Twe-ego and retweet and comment on each others tweets.  By using messages on Twitter I have chatted with a few people and we have built more of a camaraderie and we try to work together to engage together. Lisa is at the beginning of building social presence and following people in order to make some acquaintances. We’ve chatted about Tweetiquette in the Tweetosphere in order to build positive relationships.

I have a perfectly respectable reputation as a socially present, empathetic and functioning human. But the concept of social presence, in a digital medium, comes with a whole host of new meanings and social conventions. I find it fascinating to look at how we humans (okay, some humans) can so quickly adapt old ideas and mores so they are applicable to new environments and situations. That said, becoming Twitterate is very much like trying to fit into a new workplace or family - it can be stressful! Before heading to my first day as a teacher, thoughts like “will they like me”, “will I like them?” “do I look okay?”, “am I qualified?” ran through my mind. Perhaps beginning to eek out a social presence online is not quite the cognitive equivalent of starting a career in teaching, but I found myself asking the same sorts of questions and needing guidance on how to “be” in this new environment.

Pondering on what Twitter does for my gray matter, what kind of cognitive presence does it have that would support me as teacher librarian? Thus far, I have dabbled in a book club that was a group of librarians discussing @MaryannWolf ‘s book #ReaderComeHome which I really enjoyed since people shared opinions about the book and more importantly, in my mind, how they applied it to their practice. These ‘slow chats’ are effective since the pace isn’t ‘live’ and it gives people a chance to jump in when and where they want. Slow chats are an interesting phenomena on Twitter since they truly allow a community of practitioners to construct meaning together. Hatching into the tweetosphere has improved my practice.
In order for me to begin using Twitter as an aspect of cognitive presence in my own learning experience, my ability to “talk the talk” (or squawk the squawk) is imperative before I am able to take part in and take advantage of the many conversations. I have tried to Tweet a few times now, but more importantly, I am reading and following and being generally inspired! Mel, on the other hand, is leading the way and using Twitter to co-construct meaning with colleagues from around the world and in many different context and I watch from the branch...

As a Tweeter, I do not yet have enough of a following to be a leader, or more of a teacher presence, in the teacher librarian community. Although I do put out questions and try to stimulate conversation, it is still hit or miss for what my followers jump on board with. If I want my role to diversify, I will need to be more cognisant of my twitter participation.  
There’s always programs like Coetail - Certificate of Education and Information Literacy which is an online certificate program and one of it’s avenues of learning is Twitter.  It will be very interesting to see how Twitter continues to evolve and grow.

Rob Power @PowerLrn has an established teacher presence on Twitter. He makes tweeting a component of many of his courses in order to coach students to leap from the nest into the Tweetosphere.  His coaching has taken a couple of flight paths one asking students to  post discussion questions before their presentation and the other is to follow a class hashtag.

Twitter does have value, but you need to take some time to build a nest and share your voice before you see the results. We all have to begin somewhere, so jump into the bath and tweet!

4 Ways Engage Todays Learners

Amanda Cannon

1. Build an Inclusive Classroom

• Create a positive and respectful classroom space by being transparent, concise and upfront about your expectations and classroom rules.
• Get to know your students; their names, experiences, passions, values, and their interest.
• Let your students get to know you, your values, interested and your experiences.
• Provide ongoing, formal and information constructive feedback in a timely fashion.

2. Challenge your Students

• Get them thinking. Introduce problem based learning and/or case studies into the classroom. This type of learning encourages students to seek-out their own solutions to ill-structured problems and allows them to apply their current knowledge to real-world situations.
• Provide opportunities for students to be creative in how they approach assignments. Creating assignments options and different delivery methods encourages students to show you what they know if a way that works for them. 

3. Use Technology to Engage your Class

• Use technology to enhance the learning experience. Encourage digital devices into your classroom as a way to assess prior understand, check current understanding, gain immediate feedback, and as an opportunity to explain concepts further if needed
• Integrate technology to make course lectures an interactive experience. Using technology can increase levels of student achievement, interest and engagement. 
• Use available technology for social networking, current news and industry trends, and guest speakers. There are a organizations that posts talks online for free distribution which are excellent resources offering massive collections of engaging videos to gain insight to real-world problems.
• Incorporate gaming or simulations to encourage friendly competition amongst students and as a way to provide immediate feedback to improve the experience of the students throughout the class.
• Create a digital learning environment by using online technology. Provide a space for students to share ideas, ask questions, interact with one another and have access to relevant information outside classroom hours.

4. Encourage Active Learning

• Break up lesson material into manageable chunks with different activities to promote active learning. Groups work, interactive polls, reflections questions, case studies, video examples followed by synthesis questions can assist to keep students engaged and focused throughout your class. 
• Promote collaboration in the classroom. Allow students the opportunity to hear different perspectives and encourage them to articulate and support their own ideas. 
• Develop opportunities for experiential learning and learning through reflection.

References

Coates, J. (2007). Generational learning styles. River Falls, WI: LERN Books.

Frand, J. L. (2000). The information age mindset: Changes in students and implications for higher education. Educause Review, 35(5), 15-24.

Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage.

Meyers, S. A. (2009). Do your students care whether you care about them? College Teaching, 57(4), 205-210.

Prenskey, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.

The Millennial Generation: Understanding & Engaging Today's Learners. (n.d.). Retrieved from https://teaching.cornell.edu/resource/millennial-generation-understanding-engaging-todays-learners

Getting Distracted?

Getting Distracted? 

How Technology is Impacting Focus

Technology is changing our ability to focus on a single task.  I have noticed this in myself the last few years.  I have noticed this in myself.  I have noticed this in my son.  I have noticed this in my students.

Technology is a powerful tool in our lives.  It makes so many aspects of our daily lives easier.  For example, you can use an app to order food, get a ride to work or school, get someone to fix your house, look at restaurant reviews, get driving directions, etc, etc.   In schools, students now truly have the world in their hands and can find information quickly.  With the increasing access to information from various sources, education has moved from knowledge acquisition to skills based instruction as students need tools to sort through their increasingly complex world.

There are many consequences to spending more time using technology and being online.  In this post, I will discuss the negative impact technology has on students' ability to focus. 

Instant Gratification:
With education apps and the increasing use of screens, students have "been trained by our technology that learning takes place in short, quick bursts with sweet, stimulating rewards" (Marcovitz).  Students expect learning to be engaging and need to see the immediate impact.  However, as much as this has a negative impact on attention span, the "guess and test" philosophy can help students to become critical thinkers (Marcovitz).

Skim and Scan:
Reading online instead of reading longer passages, adapts the brain to a skim and scan response.  This type of reading is efficient in our fast-paced world but does not help to develop imagination (Taylor).  Further, "studies have shown that reading uninterrupted text results in faster completion and better understanding, recall, and learning than those who read text filled with hyperlinks and ads" (Taylor). Students now get most of their research information online instead of reading books.

Multitasking 
With the busyness of the world today, it is essential that people can multitask.  This forces us to regularly split our focus.  Increasingly, our brain adapts and learns to function this way which makes it more difficult to focus on one thing at a time (Marcovitz).  The ability to multitask is a useful tool.  However, at times, students need the ability to focus on one thing.

So is technology shortening students' attention spans?  Probably, yes.  However, we can adapt the way we teach and learn to meet the needs of youth.  Educators should deliver larger order thinking problems that give students the "freedom, creativity, and ability to problem solve while using that technology on a daily basis" (Son).


Marcovitz, D. "Is educational technology shortening student attention spans?" Learning & Leading
               with Technology, Aug. 2008, p. 8+. Academic OneFile,
               http://link.galegroup.com/apps/doc/A194279658/AONE?
               u=ko_acd_uoo&sid=AONE&xid=70e65cca. Accessed 7 June 2019.

Son, J. "Is Educational Technology Shorterning Student Attention Spans?" Learning & Leading with
                Technology, Aug. 2008, p. 8+. Academic OneFile,
                http://link.galegroup.com/apps/doc/A194279659/AONE?
                u=koacd_uoo&sid=AONE&xid=d62ee297. Accessed 7 June 2019.

Taylor, J. (n.d.). How Technology Is Changing the Way Children Think and Focus. Retrieved from
             https://www.psychologytoday.com/ca/blog/the-power-prime/201212/how-technology-is-
            changing-the-way-children-think-and-focus

Williams, J. (2018, May 27). Technology is driving us to distraction. Retrieved from
            https://www.theguardian.com/commentisfree/2018/may/27/world-distraction-demands-new-f
            ocus

How-to Spark Engagement: What’s So Funny?

How-to Spark Engagement: What’s So Funny?

by Eliscia Di Schiavi, Masters of Education Candidate, EDUC5303G (#techcurr)

Image Credit

Using Humour as part of the Instructional Delivery to Teach 21st Century Learners. . . even if you think you aren’t funny.

Hey 21st Century Educators, thanks for stopping in!

Let’s be real for a second. It’s nearly impossible to tune out something funny. When something makes you chuckle, it makes you want to keep on listening and watching. Why is that? Well, laughing is said to trigger the release of ‘feel goooooood endorphins’ which helps socially bond people to each other.  

A few challenges to using humour is that it is not suitable for all instructional topics and may appear to be insensitive. The other problem may be. . . [insert comic relief here] ->you’re just not that funny (maybe just... funny looking...“Ha ha ha!!” LOL)…. just kidding!

Luckily, there are plenty of opportunities to apply humour to ensure it is welcomed and appreciated. That's why the purpose of this blog is to rant a bit about the advantages of embedding humour into instructional design. So, shall we go ahead and explore the power of a giggle?

Humour pronounced  [ hyoo-mer ]  is . . .

A physical expression that occurs as a result of a stimulus to the mind. That stimulus can be achieved when one reacts to someone's sense of humour, to giving or receiving love, or just by feeling good. It can be identified through non-verbal gestures in the form of a smile or verbal gestures in the form of laughter.

Humour and Laughter is Meaningful

Being a successful educator may at times involve being a  . . . performer.

Your content must do more than just educate. It must seek to entertain and motivate. While using humour is not the only way to engage students, it certainly is effective.  And. . . if you cannot entertain while you facilitate, your learners will likely just go online and find a YouTuber who can. So you’re not a naturally born actor? Darn, I can’t relate. But, believe me, your fine.

Here are a few things you can do. . . .

Don’t take things too seriously.

1. Make a Beauty Mark a Mole

Exaggerate, will ya? This is about taking an idea that starts off as factual and magnifying it to the point where it’s absolutely absurd.

Sometimes going from “0 to 100….. real quick,” as millennials would say, using extreme examples in your lessons may elicit a half smile which may make a dry point of yours.. umm...memorable.

No guarantees.

In essence, this will allow for some of your feedback to really stick with your learners.

2.     Poke Fun of Yourself

I like some ol’ self-deprecating humour, even though I am horrible at it. [See what I did there?]

When you are able to make fun of yourself, you go from being an educator to . . .  an actual human being?  Outstanding, isn’t it? As if you weren’t human to begin with...well, just to clarify, you are human right???

Doesn’t matter.

What really matters is that learners will connect with you, as well as with themselves, but please try not to act completely freaked out by the increased participation. This just means it's working.

But, remember to stop yourself from totally throwing your self-esteem into the trash can. You’re a professional and a role model (well, in your mind, after all)…. “What was that?” Oh, nothing. [Insert thought bubble here] -> oops...you weren’t supposed to hear that! How on earth do I disable this Google voice recognition app? Lol

3.      Inform Students Not to Plagiarize, But D-I-Y

Let’s face it: your humour challenged aren’t you? Yikes. . . Well, than I guess you just gotta throw away the whole idea of practicing what you preach.

Wilson Mizner (1938) once said, “When you copy an idea of a writer, it's called plagiarism, when you copy the ideas of many people its called a PhD.”

Mmm...hmm… that’s right. You need to emulate the heck of someone who is just downright funny. No, this does not mean your grandma people. Her stories of you peeing your pants in sixth grade are only funny to her. Look at your Facebook, Twitter or Instagram feeds as its filled with a lot of funny stuff shared by other people. Thereafter, share those posts as icebreakers in your in class or e-learning environments. You can even bury some unexpected humour within your course syllabus or throughout assessments when learners least expect it. Many times I devised multiple choice tests with some pretty ridiculous choice answers that caused some great reactions from learners. Here is an example:

What is the name of the social learning theorist who came up with the observational learning theory?

1. Ben and Jerry
2. The Roadrunner
3. Steven Spielberg
4. Albert Bandura

Congrats, if you guessed “b” that was a hard one! The point of this is for your learners to ha...ha...ha . . . their way all the down those ridiculous choices which would assist them in retaining the information while at the same time being entertained; this is also a good way for learners to release some tension...so that the….ha..ha..ha…turns into a….. Aha moment! (Garner, 2006). Berk found that a student's most anxious time is usually prior to or during an exam, therefore, humorous directions or test items may relieve students' tension and help them perform better (Stambor, 2006).

Studies indicate, “Instructors use of humour was positively associated with students’ perceptions that the instructor had a positive attitude towards them and wanted them to succeed” while displaying, “a genuine concern for them” (Wilson & Taylor, 2001). For this reason, educators should take advantage of using humor when appropriate, as it is such a positive pedagogical tool for us to take out of our toolboxes and use in 21st century learning environments.  

Humour is Brain Food

Using humour contributes to a rich learning experience and it is also important for brain development. When a person laughs, the blood flow increases to the brain “relieving fear and reducing anxiety" (Stambor, 2006). This is why people feel really good after a good laugh. Usually, one will feel energized and alert. Humor is actually proven to increase the brains receptivity to learning...so, go ahead will ya...tell a joke, a riddle, or bust your best move, as you will be contributing to the creation of an optimal climate for learning. Just don’t overdo it, this blog is a guide, we can't all be like Jerry Seinfeld and do it in one push.

Image Credit

References

Garner, R. L. (2006). Humor in Pedagogy: How Haha Can Lead to Aha!. College Teaching. Retrieved from: https://www.tandfonline.com/doi/abs/10.3200/CTCH.54.1.177-180

Wilson, M. (1938) Tales of a Wayward Inn. Retrieved from: https://quoteinvestigator.com/2010/09/20/plagiarism/

Stambor, Z. (2006) How Laughing leads to Learning. American Psychological Association, 37(7), 62. Retrieved from: https://www.apa.org/monitor/jun06/learning

Wilson, J. H., & Taylor, K. W. (2001). Professor immediacy as behaviors associated with      liking students. Teaching of Psychology, 28, 136-138. Retrieved from: https://www.researchgate.net/publication/232543449_Professor_immediacy_as_behaviors_associated_with_liking_students