Motivation Audio Project
gaunt_audioproject.mp3 |
I interviewed Kara Johnson, a recent elementary/mathematics education graduate who just finished her 1st year teaching 4th grade.
For this interview, I wanted to gain a teacher’s perspective, particularly from a new teacher, regarding how technology is perceived by themselves and their students and if their use and current utility in the classroom influences motivation and if so, what kinds of motivation.
Her account describes teacher training that encouraged the implementation of technology (used in broad terms) but did not consist of instruction and or training attached to a framework of learning/motivation theory.
A central theme to Kara’s responses was student diversity, both in experience with technology and motivation. She believes that technology may simply excite students without engaging them in the learning process but also believes it can facilitate and catalyze motivation in others. She speculates that the differences in influence of technology on motivation may be partially attributable to experience with digital technology, both in students and teachers. From this, she discusses how students may feel excited towards the use of novel technology, how this excitement leads to experience and proficiency, and how experience with technology may facilitate motivation to engage in learning, both in and out of the classroom.
Regarding the process of constructing this project, technology afforded the ability to capture, restructure, and ultimately compose a piece of audio media that conveys thoughts and opinions in a concise manner with narration.
For this interview, I wanted to gain a teacher’s perspective, particularly from a new teacher, regarding how technology is perceived by themselves and their students and if their use and current utility in the classroom influences motivation and if so, what kinds of motivation.
Her account describes teacher training that encouraged the implementation of technology (used in broad terms) but did not consist of instruction and or training attached to a framework of learning/motivation theory.
A central theme to Kara’s responses was student diversity, both in experience with technology and motivation. She believes that technology may simply excite students without engaging them in the learning process but also believes it can facilitate and catalyze motivation in others. She speculates that the differences in influence of technology on motivation may be partially attributable to experience with digital technology, both in students and teachers. From this, she discusses how students may feel excited towards the use of novel technology, how this excitement leads to experience and proficiency, and how experience with technology may facilitate motivation to engage in learning, both in and out of the classroom.
Regarding the process of constructing this project, technology afforded the ability to capture, restructure, and ultimately compose a piece of audio media that conveys thoughts and opinions in a concise manner with narration.