1. Combining Technology with the 6 “C’s” of Motivation
By Narayani Massand
PRT, Hamdard Public School

2. What is motivation?
Motivation is the inner power or energy that pushes toward acting, performing actions and achieving.
Motivation is a desire to achieve a goal, combined with the energy to work towards that goal. Students who are motivated have a desire to undertake their study and complete the requirements of their course.

3. Types of motivation
Extrinsic Motivation: Extrinsic motivation comes from outside of the performer. It means when I am motivated by extrernal factors. Money is the most obvious example, but coercion and threat of punishment are also common extrinsic motivations.

4. Types of Motivation
Intrinsic Motivation:Intrinsic motivation is when I am motivated by internal factors, as opposed to the external drivers of extrinsic motivation. Intrinsic motivation drives me to do things just for the fun of it, or because I believe it is a good or right thing to do.

5. What do students want ? They want to be challenged, not decimated.
They want teachers who are real people, who recognize them as human beings -- teachers who care about them -- not just their test performance.
They want caretakers who check on them regularly, who support their individual learning, who inform them individually of their progress.

6. The Six Cs of Motivation
Choice
Challenge
Control
Collaboration
Constructing Meaning
Consequence
What are they and how do you use with in the classroom?

7. Choice Giving students choices promotes intrinsic motivation.
Students are more motivated to learn about subjects and content of personal interest to them.
The choices must be relevant to the students either in feeling or value.

8. Challenge
Placing expectations just beyond the students’ skill level provides motivation.
Set goals high, but not too high to become frustrating.
Provide opportunities for students to provide feedback on the level of difficulty.
Zone of Proximal Development (ZPD)
Students thrive at tasks at or just beyond their skill levels.
is that learning should be matched in some manner with the child's developmental level.

9. Control
Allowing students to take ownership for their actions and learning gives a sense of ownership and control over their learning.
Giving them some control over decision-making in the classroom lets them be a part of the entire learning experience.
Give students the opportunity to self-evaluate.
Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation. Evidence about the positive effect of self-evaluation on student performance is particularly convincing for difficult tasks (Maehr & Stallings, 1972; Arter et al., 1994), especially in academically oriented schools (Hughes et al., 1985) and among high need pupils (Henry, 1994). Perhaps just as important, students like to evaluate their work.
In the following five sections we explore the research and practice related to student self-evaluation. The first two sections will be of particular relevance to academics and other educators who are interested in the research and theory background to self-evaluation. The last three sections will be helpful for those readers with a more practical orientation. Together these sections provide a composite picture of what research says and what practice shows.
Shifts in conceptions of assessment
The theory/ theoretical model behind student self-evaluation
A Four-Stage Model for teaching student self-evaluation
A sample of the 4-Stage Model for self-evaluation...how to involve students step-by-step!
Debunking myths: Frequently asked questions about self-evaluation

10. Allow students to teach to their peer.
Collaboration
Encouraging students to share ideas enhances thinking and learning and provides inspiration.
Collaborative pairs
Allow students to teach to their peer.
Collaborative art teaches children to work together

11. Constructing Meaning
Allowing students to find the value and importance in the tasks they are asked to complete helps to motivate them and enhances their ability to construct meaning.
Conduct individual or small group conferences to discuss the importance of the work that the students are doing.
When learning certain tasks (i.e. learning to read, use a computer, adding a subtracting) have others demonstrate the importance of the skill in life.
By constructing meaning in this personal way, we create our own reality. (For an expanded description of construction, see Louis Alloro’s article: Language and Reality Through Social Construction.)

12. Consequences
The end results in a learning project. This is how the students can show others what they have learned.
Displaying student work
Entering student work in contests or competitions
Creating a performance for others.
Publishing student work
Having a celebration when the work is completed.

13. The 7th C… Technology is a motivator itself! Keeps student attention
Interactive
Concepts become visual
Taps into visual learning styles
Authentic and challenging

14. How can technology improve student motivation in learning?
Technology improves motivation when students …..
use computer application
-adjust problems and tasks to maximize students' experience of success.
use technology applications
-to produce, demonstrate, and share their work with peers, teachers, and parents.
challenging, game-like programs and technology applications designed to develop basic skills and knowledge.
use computer application
ISTE is a not-for-profit organization dedicated to supporting the use of information technology to aid in learning, teaching of K-12 students and teachers.

15. Thank you
&
Have a great summer break!!!!!