I have recently joined a non-for-profit organization that encourages the study of French. We offer courses for children through adults, at all levels of instruction. In one of our planning meetings, we were discussing ways to improve enrollment. I suggested incorporating more technology. I even gave some suggestions that I use as a classroom teacher. The other teachers became very resistant, and told me that our classrooms weren't large enough, and weren't equipped with computers or wireless capabilities like those in the public schools that I am used to. They also said that they just didn't see how it would work because the videos that accompany the texts are not well received. I have requested to observe their classes, so that I can get a feel for the students and the environment. At the same time, I found out that no, there aren't any computers, but yes there is a wireless capability. So I am currently suggesting that we create a survey of the current students and members, to learn what their technology experiences are. Do they use social networks? Do they Blog or use Skype? Are they familiar with PowerPoint or Movie making applications? And of course, do they have a laptop and an iPod? (Capturing the attention of the students.)When I explained that by incorporating these technologies, (enhancing the relevance),it could very well take some of the pressure off of the teachers, and allow them to step back and allow the students of our classes to gain some control of their learning, it began to appeal to them. (Building confidence, and generating satisfaction). (Driscoll, 2005, p.339) We are in the process of using these strategies for stimulating motivation, but I am positive that Keller's theory will prevail!
Rosetta Stone is an example of how Multimedia is incorporated into language instruction.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).
Boston: Pearson Education, Inc.
