masaru uchino university of hawaii at manoa. informal survey question

Masaru Uchino

University of Hawaii at Manoa

Informal Survey Question

Informal Survey Question

Q: Have you ever felt a LACK of motivation to write?

Researcher

Masaru Uchino

Researcher

Masaru Uchino

Public School Teacher

Researcher

Masaru Uchino

Public School Teacher

Third Grade

Researcher

Masaru Uchino

Public School Teacher

Third Grade

“There are many things that an instructor can teach students, but motivation isn’t one of those things.” ~ M. Uchino

Action Research Project

Action Research Project

Problem: Address low student motivation for writing in a third grade class

Action Research Project

Problem: Address low student motivation for writing in a third grade class

Research Purpose: Implement a technology integrated unit plan for writing

Action Research Project

Problem: Address low student motivation for writing in a third grade class

Research Purpose: Implement a technology integrated unit plan for writing

Desired Results: Increased level of motivation for writing

Digital Communication

Digital Communication

Email

Digital Communication

Email

Social Networking

Digital Communication

Email

Social Networking

Blogging

Digital Communication

Email

Social Networking

Blogging

Text Messaging

Digital Communication

Email

Social Networking

Blogging

Text Messaging

Digital Communication

Digital Communication

Digital Pen Pal Project

Digital Communication

Digital Pen Pal Project

Compose Digital Letters on Computers

Digital Communication

Digital Pen Pal Project

Compose Digital Letters on Computers

Exchange letters using a secure network server

Digital Communication

Digital Pen Pal Project

Compose Digital Letters on Computers

Exchange letters using a secure network server

Digital Communication

Digital Pen Pal Project

Compose Digital Letters on Computers

Exchange letters using a secure network server

61 third grade students

61 third grade students

2 homeroom classes

61 third grade students

2 homeroom classes

2 teachers

61 third grade students

2 homeroom classes

2 teachers

Pen Pals at neighboring school

61 third grade students

2 homeroom classes

2 teachers

Pen Pals at neighboring school

Equal number of students

61 third grade students

2 homeroom classes

2 teachers

Pen Pals at neighboring school

Equal number of students

3 homeroom classes/teachers

Data Collection

Data CollectionClassroom Observations

Data CollectionClassroom ObservationsGroup Discussions

Data CollectionClassroom ObservationsGroup DiscussionsReflection Letters

Data CollectionClassroom ObservationsGroup DiscussionsReflection Letters

Field Notes

Data CollectionClassroom ObservationsGroup DiscussionsReflection Letters

Field Notes

Bulk of important feedback data

ARCS Model of Motivation

ARCS Model of MotivationAttention

ARCS Model of Motivation Attention

Relevance

ARCS Model of Motivation Attention

RelevanceConfidence

ARCS Model of MotivationAttention

RelevanceConfidence

Satisfaction

ARCS Model of MotivationAttention

RelevanceConfidence

Satisfaction

Volition

The Good

The Good

Overall Excitement

The Good

Overall Excitement

“I always wanted a pen pal, but never had the chance before.”

The Good

Overall Excitement

“I always wanted a pen pal, but never had the chance before.”

“I can’t wait to meet my pen pal!”

The Good

High level of Satisfaction

The Good

High level of Satisfaction

Extrinsic & Intrinsic Rewards boost overall motivation levels

The Good

High level of Satisfaction

Extrinsic & Intrinsic Rewards boost overall motivation levels

“I knew I could do my best and felt proud that I could do it.”

The Not-So-Good

The Not-So-Good

Technology Woes

The Not-So-Good

Technology Woes

High level of technical skills required

The Not-So-Good

Technology Woes

The Not-So-Good

Technology Woes

The Not-So-Good

Technology Woes

The Not-So-Good

Technology Woes

High level of technical skills required

Large portion of class time spent on technology instruction

The Not-So-Good

Nervousness and Fear levels increased

The Not-So-Good

Nervousness and Fear levels increased

Fear of comparative writing

The Not-So-Good

Nervousness and Fear levels increased

Fear of comparative writing

“Under Pressure” writing

The Not-So-Good

Nervousness and Fear levels increased

Fear of comparative writing

“Under Pressure” writing

“I was also scared that if I didn’t write a good letter then they would write a mean letter back to me.”

Positive experience for all

Positive experience for all

Overall motivation levels high

Positive experience for all

Overall motivation levels high

Many lessons learned / skills gained

Technology Learning Curve

Technology Learning Curve

Steep learning curve for tech skills

Technology Learning Curve

Steep learning curve for tech skills

Lack of experience = large investment

Comparative Writing Fears

Comparative Writing Fears

Students afraid of peer criticism

Comparative Writing Fears

Students afraid of peer criticism

Confidence appears vital for writing

Increased Keyboarding Practice

Increased Keyboarding Practice

Increased Computers Skills Training

Increased Keyboarding Practice

Increased Computers Skills Training

Increased Comparative Writing Practice

Increased Keyboarding Practice

Increased Computers Skills Training

Increased Comparative Writing Practice

Overall build up of skills through smaller chunked lessons

My Critical Friends Focus Group (CFFG)Andrew, Christine, and Michael

UH ETEC Professors and StaffDr. Fulford, Dr. Ho, Dr. Lin, Dr.

Leong, Ari, Prof. Hattori, Malia

UH ETEC Cohort

Contact

Masaru UchinoEmail: masaru@hawaii.edu

ARCS Model of Motivation www.arcsmodel.com