Discuss ways that computer-based technology can be used in the classroom to support student motivation to learn. Include in your discussion the relevance of the terms intrinsic motivation, extrinsic motivation, behavioral theory, and cognitive theory
What will be an ideal response?
Computer-based technology can be used to support the extrinsic type of motivation described by behavioral approaches to instruction. This type of support may be given, for example, through computer-based drill-and- practice programs. As discussed in previous chapters, computer-based instruction (CBI) programs are also available to provide instruction from a behavioral perspective. These programs use the techniques derived from the principles of operant conditioning (Chapter 7).
Computer-based technology can be used to support the intrinsic type of motivation described
by cognitive approaches to instruction. This type of support may be given through computer- based hypermedia and multimedia programs that provide simulated environments, scaffolded instruction, opportunities for peer interactions and teleapprenticeship, and
authentic tasks that make learning more meaningful and relevant (constructivism). This helps students develop a sense of confidence and personal responsibility and control over their
own learning (intrinsic motivation). This technology makes learning more interesting and more meaningful to the learner.
You might also like to view...
Which of the following is NOT a primary function of local school boards?
a. Disbursing state funds for the operation of local school districts. b. Adopting policies and regulations for the operation of schools. c. Taking steps to provide and maintain adequate facilities for instruction. d. Providing the state department of education and other agencies with required information about the school.
. Which of the following dispersions of scores for two groups, A and B, best illustrates the null hypothesis for a Mann–Whitney U test?
A. A, B, A, B, A, B, A, B B. A, A, B, B, A, B, B, A C. B, A, B, A, A, B, A, B D. A, A, A, A, B, B, B, B
Identify and describe at least two ways that early childhood special education teachers can promote the generalization of learned skills across settings. Give an example of how you could use each strategy to promote the generalization of shoe-tying skills for a child across home and school settings.
What will be an ideal response?
A student who has weak orthographic processing ability would have the most difficulty spelling
a. stop. b. champ. c. phone. d. brag.