Technology and Motivation. Using the Six C’s. Overview. Need for Student Motivation Technology as a Motivator for Students The Six C’s of Motivation Defined Applying the Six C’s to a Lesson Conclusion. Need for Student Motivation. Student success is tied to their motivation
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Using the Six C’s
Turner and Paris (1995) termed the Six C's of Motivation as choice, challenge, control, collaboration, constructing meaning, and consequences. The Six C’s of Motivation strategies have the potential to enhance students' motivation when applied to open-ended tasks.
Providing students with explicit choices among alternatives can enhance intrinsic motivation. When students are given choices to select assignments that are close to their personal interests, their motivation to do the work should increase.
According to the Zone of Proximal Development, students thrive at tasks at or just beyond their skill level. The tasks assigned should be “just right”: challenging but not too difficult and beyond their abilities; tasks that are too easy can become boring to students.
If students are involved in the process of classroom control, they will be more responsible, independent, and self-regulated learners. This means involving them in the process of decision-making, organization of content, and choosing partners or groups. Giving students decision making opportunities promotes ownership which in turn provides motivation.
Communication and collaboration allows students to foster sharing of ideas and can enhance thinking and learning. Students share learning strategies and perspectives with each other through social interaction.
Students need to find value and importance in what they are working on, in order to construct meaning. If students perceive the value of knowledge, their motivation to learn increases. Setting a meaningful goal for students is an important factor to promote motivation.
Students need to have their work appreciated and valued. When students are provided opportunities to display their work, motivation increases. This strategy creates a positive feeling about effort, ownership, achievement, and responsibility.
Title: Technology and Motivation
Students are given
options in the choice of medium to present their ideas (either PhotoStory, Bitstrips or Xtranormal). Each of these options would appeal to different students. Bitstrips would require no oral component at all, whereas with PhotoStory or Xtranormal, an oral component is optional.
While students have worked in all these mediums before, they have not in this context.
They have the skills required to do the technological aspect of the task, but the component that requires self-reflection and expressing what motivates them could prove challenging.
Students will have control over:
Students are able to collaborate and communicate with group members sharing their ideas. Peer assessment adds another dimension to the collaboration by allowing other students’ ideas and opinions help shape their understanding and learning.
There is a rationale behind this lesson that is authentic and adds value to the learning: students are attempting to persuade teachers to use something that they already value—technology.
At the conclusion of the lesson, students will be given the opportunity to share and deconstruct their work with each other. Further value is given to their work by having it presented to other teachers in the school.
Student motivation is necessary for learning. By implementing the Six C’s into the lesson design of open-ended task, the potential for student motivation increases. Pair this with the use of technology, and student learning becomes even more engaged.