In reflecting on my personal experience with learning, both intrinsic and extrinsic factors have been motivators, however, intrinsic motivation has played a larger role. This is especially true if the learning environment related to my interests or personal experiences as well as if the learning was challenging allowing me to think and apply knowledge to a bigger picture. According to the National Survey of Student Engagement (2015), 54% of students in 9th grade and 59 % of 12th grade students report that they are not academically challenged. Student engagement and motivation declines if students are not challenged. Motivating students is a facet of teacher competent and success however is difficult to achieve if students do not feel challenged. Students cannot be motivated if they are asked to perform narrow focused tasks that have little meaning to their lives. Real world problems that we are all faced with daily do not have clear cut rules or solutions (Pink). Studies have shown that extrinsic motivation, such as financial incentives, lead to success if students are faced with narrow, straight forward solutions to a task but the motivation is seldom long lasting. Students offered financial incentives that were faced with cognitive level tasks with no clear cut solution did not lead to greater success (Pink). These cognitive level skills relate to 21st century skills such as collaboration, problem solving, critical thinking, and communication. It appears that doing the same things are not working to motivate students. Educators need to work on increasing intrinsic motivation of students by building upon student purpose, autonomy, and allowing them to reach mastery. Having a more personalized learning approach would increase intrinsic motivation. Technology could be the key to bringing the gap between traditional instructions and providing personalized learning environments (U.S. Department of Education Office of Educational Technology,2010). Students have virtually unlimited access technology in their personal lives. They communicate globally through social media, blog and create videos. Education should be an extension of this and would offer more resources that are available in the traditional classroom (U.S. Department of Education Office of Educational Technology, 2010). Students should use the tools of professionals to prepare themselves for the global workforce. Blogs, wikis, digital communication, mathematical 3D modeling is all effective integration of technology that could increase student engagement and motivation. Technology could also be useful in assessments by measuring 21st century skills and provide data to drive instruction. An obstacle to implementing effective technology is the costs associated with infrastructure needs. The infrastructure encompasses many aspects such as physical resources, support, training, and continued funding. With school districts constantly experiencing budget cuts, this obstacle may make it impossible for some districts to move forward. Another obstacle to implementing technology is the gap between teachers level of comfort with technology. This lack of understanding could decrease the effectiveness of technology to improve teaching and learning. , The Social Behavioral Theory of learning as described by psychologist Albert Bandura states that learning and motivation stem from observations, imitation, and modeling. This theory applies to my motivation in elementary school. I remember certain teachers fondly and was motivated to work to please them and my parents. I observed classmates and was driven to imitate their success. Later, I believe this transitioned to more cognitive views of motivation. I intrinsically became highly motivated to succeed and achieve my goals. The high expectations and need to succeed could also be attributed to the example my parents set for me. Both parents are immigrants that individually succeeded in small business. Their motivation was an example for me to imitate (Burwell, Dr., 2008). It would be beneficial to work on increasing intrinsic motivation in my students. Task that allow students to engage in effective technology such as blogs and video communication will be used in assignments to incorporate 21st century skills. Project based learning assignments that students can relate to will be applied to the curriculum. My question for you is... What examples of 21st century skills do you use in your practice and how are they measured? I chose the video below because it discusses how Project -based learning could be used in the classroom to engage and motivate students as well as personalize learning. Valuable learning skills are discussed. Project based learning is a shift from traditional teaching and the role of the teacher is more of a coach and mentor. The following article discusses some challenges with student centered learning, especially in low income areas. http://ww2.kqed.org/mindshift/2014/07/07/the-struggles-and-realities-of-student-driven-learning-and-byod/ References Barwell, Dr., (2008). Retrieved from: http://www.slideshare.net/drburwell/motivation2008-presentation Pink,D., (2009). The puzzle of motivation. Retrieved from: http://www.youtube.com/watch?v=rrkrvAUbU9Y National Survey of Student Engagement (2015). Engagement Insights: Survey Findings on the Quality of Undergraduate Education— Annual Results 2015. Bloomington, IN: Indiana University Center for Postsecondary Research U.S. Department of Education Office of Educational Technology. (2010). Transforming American education: Learning powered by technology. Washington, DC.
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