The focus article, Try-A-Tool activity, and G+ posts from the Seminar #1 week helped me to more carefully consider how and why I want to use specific technology tools, including social media, in my own teaching practice. I believe that student motivation is impacted both by the tools themselves and the way in which the tools are used. Jacobi (2018) discusses three basic human needs that come into play when looking at facilitating self-determined learners: autonomy, perceived competence and relatedness. Several of the instructional strategies that can support these factors identified can be achieved using a wide range of tools, including the provision of a meaningful rationale, clear routines and expectations, however the tools used will likely have a greater impact on the implementation of other strategies such as the completion of collaborative activities and developing students’ sense of belonging and connectedness in the class. Tools that do not work smoothly and create significant technological challenges can create a sense of frustration in students that could override the potential motivational benefits of the collaboration and interactions with others. To support motivation, I think it is also important to add some variety in terms of the tools used while being sure to still maintain that sense of routine to support students’ levels of perceived competence by avoiding technological frustrations and cognitive overload (flash forward to Seminar #3: Too Much Information). Completing the Try-A-Tool activity was a great way for me to put myself in the shoes of my learners when they are faced with a new technology tool. I chose to try a Twitter chat, which I found challenging to keep up with the pace of the conversation while also trying to think carefully about the topic, and even quickly look up links and resources that were shared throughout. While I can't rule out the possibility of using this tool again in the future, I know that I need to spend more time practicing with it and researching some of the best strategies for solving my initial problems with the tool. Overall, this was a good reminder of the time required to explore new technologies before bringing them into the classroom, and the need to provide my students with the same time to become comfortable with the tools being used. This understanding of the impacts of the technological tools and the ways in which they are used that I gained during this week is represented in my overall revised philosophy of online communication. Reference: Jacobi, L. (2018). What motivates students in the online communication classroom? An exploration of Self-Determination Theory. Journal of Educators Online, 15(2). Retrieved from: https://www.thejeo.com/archive/2018_15_2/jacobi
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