Motivating Students to Use Technology

                                                           Mitchell Dutch

       Over the past several years quite a bit of attention has been given to
integrating technology in the classroom. Television newscasts at the national
and state level have generated immense interest in the potential educational
benefits of computers and Internet access. It seems that some parents,
reporters, and even some educators assume that since so many students
spend an inordinate amount of their time playing computer games and
surfing the Internet that they will automatically make use of educational
materials on the Web.

       Unfortunately, students aren't always prepared ready to make the
leap from entertainment to education. After all, playing games or spending
hours in mindless chatter is usually much more  interesting to children and
teenagers than learning about algebraic formulas, why Hamlet couldn't decide
to act, what Moby Dick symbolizes or what caused the French Revolution.
The tasks involved in learning may often be perceived as boring (Spitzer,
1996). Educators cannot simply assume that students will use instructional
technology just because it is available.

        I have evaluated a number of computer programs and CD Roms and
found that some have rapidly become obsolete. In many instances, the
inferior quality of graphics educational software suffers in comparison with
entertainment programs such as Tomb Raider or Doom. In addition, as
students become more skilled in working with such materials, they may
become less tolerant of older CD ROMs which load and run slowly. Those
students who are avid game players are not likely to be impressed with
educational software which was state-of-the-art a few years ago.

        I have to admit that I have found a number of CD ROMs to be neither
interesting nor educationally useful. However, my chief concern is with
educational material available via the Internet. Although I find the Internet
to be an extremely helpful educational tool, and I see even greater potential
in the coming years, not all of my students are as enthusiastic. Educators can
begin making use of the Internet as an educational tool by integrating it into
existing courses.

       One of our first considerations must be that some students may not
have an interest in the Internet (Polyson, Saltzberg, & Godwin-Jones). Some
students do not have access to the Internet at home and are not always open
to the idea of spending time in the library, regardless of the fact that they
may  benefit from materials available at educational Web sites. In surveying
students over the past few semesters, I have found that some simply don't
like using the Internet. Often these students are just beginning to make use of
the Internet and have not reached a level at which they feel confident and
comfortable. Other novice users seem intimidated either because there is so
much information available on the Internet or because they are unsure of how
to use search engines effectively to find what they want. For beginners, it is
all too easy to get lost and frustrated. Even those students who regularly surf
the Net, use E-mail, and visit chat rooms may not be entirely enthusiastic
about using educational materials on the Internet. Much of what is available
is in text form, so students may not want to add any more reading to textbooks
in Sociology, Psychology or History which some may not actually be reading
until it is time to take an exam. As educators, we need to be aware of the
potential for much more than just text (Oliver, Herrington, & Omari, 1996;
Owston; Taylor). With the implementation of broadband and fiber optics,we
should be able to make more practical use of such options as large AVI files
and Synchronous Distance Learning capabilities to supplement text and
graphics. In order to overcome the hesitance of some students to use the
Internet on a regular basis, students may need incentives built into the course
to motivate them to use instructional materials on the Internet.

       Teachers need to remember that although some students may take
advantage of the immense resources that the Internet provides, some students
may need to develop a sense of enthusiasm gradually (Bohlin). Teachers can
begin to introduce the Internet as an educational tool by including a series
of assignments early in the class. Activities for novice users should not be
especially complex, so that students have opportunities to learn new skills
or develop existing skills while they are becoming more confident about
their abilities (Grabe & Grabe 2000). Hopefully, as students become more
competent, activities can increase in difficulty at the same time they provoke
students' curiosity about the subject matter and the technology (Bohlin;
Hutchinson, 2000; Jonassen; Jonassen, 1996; Spitzer, 1996). Assignments
should not be so complex that students feel overwhelmed (Grabe & Grabe
1998; Pintrich & Schunk 1996). If students are provided with a variety
manageable activities,  anxiety should be reduced while students have
opportunities for lots of hands-on practice. In my own experience with
learning HTML and working with other beginners, I realize just how easy
it  is to become intimidated when a Web page doesn't look the way I
planned and hyperlinks don't work. With sufficient practice, students
generally  become more confident. It is crucial that students have plenty
of opportunities to experiment without being overly concerned with failing.
Simply focusing on a graded product will distract less experienced and less
confident students and may decrease their willingness to take chances.

       Jen Harvey & Nora Mogey (1999) of the Learning Technology
Dissemination Initiative are correct in noting that a Web site or CD Rom,
no matter how well conceived or:

               however nicely decorated, regardless of the technical wizardry
               included, will not be exploited by the students unless they are
               given strong motivation for doing so. Simply telling students
               that there is an exciting package available covering subject X is
               not enough to actually get them sitting down in front of it, never
               mind absorbing any worthwhile information from it.

Not only are many students new to Instructional Technology and the Internet,
many teachers are just beginning to consider the Internet as an educational
tool. We need to be aware that it may take as much time for students to
develop the necessary skills to be able to find their way around a Web site
as it does for us to devise educationally appropriate Internet materials
(Grabe & Grabe, 1998; McKenzie 1998; Taylor). No common standards
exist for the arrangement of Web sites, so we should expect that students
may get lost if they are not provided with adequate navigation tools and
with sufficient opportunities to explore (Oliver, Herrington, & Omari, 1996).
Students may need instructions or a brief tutorial about the site if it contains
a large number of pages (Bohlin; McKenzie 1998). My own students frequently
ask what my URL is even though it is on the syllabus along with my office
number, e-mail address, and phone number.

       Fortunately, many students have grown up around computers and should
not have any long term difficulty adjusting to the idea of using the Internet
as an educational tool. Research on computer use in a number of areas
including composition classes clearly indicates that many "students have a
positive attitude toward using computers" (Warschauer, 1996; Cotton, 1997;
Owston 1997). Part of the reason that students are generally open to using
computers is that they "think that computers can help them learn better and
more independently" (Warschauer,1996). Kathleen Cotton's (1997) research
determined that using computers enabled students to produce longer written
samples, a greater variety of word usage, more variety of sentence structure,
and more positive attitudes toward writing.

       This being the case, some students will begin with positive attitudes,
but it is up to teachers to find ways to get students to use the technology.
Since, as teachers know all too well, some students may be reticent to do any
work that they are not specifically required to do, teachers will need to build
Internet materials and assignments into courses and require students to access
online materials such as handouts, or what used to be handouts, study guides,
lecture outlines, lecture notes, or abbreviated versions of lecture notes, class
discussion areas, homework assignments, sample or practice tests, and project
guidelines (Arnold 1997; Creed 1996; Hutchison, 2000; Polyson, Saltzberg, &
Godwin-Jones). The intent, obviously, is to get students into the habit of
accessing such materials and developing the attitude that online materials are
not entirely different from traditional handouts.

        When we consider that many students already use e-mail, it should not be
much of a leap to convince and prompt students to accept e-mail in the context
of a class. Harris (1997) notes an important benefit of using e-mail because
some students "are less inhibited about asking questions, raising objections,
or sharing input about the class with the professor. Many who would never
speak up in class 'come out of their shell' and speak frankly." Aside from those
students who are disinterested in the subject matter, most classes include
students who are overly concerned that they will "say something stupid."
(Brown 1997; Creed 1996; Harris 1997)

       Students are often worried about how they are viewed by their peers,
and some will go to extreme lengths to avoid bringing attention to themselves.
Even smart students may avoid answering too many questions in class to
avoid being ostracized by class members. E-mail allows students the opportunity
to open up and more freely express their ideas without fear of repercussions
from other members of the class. There is an added benefit to using e-mail
that teachers new to the technology may not initially consider. Some students
may be overlooked or forgotten in class discussions because they take time to
formulate their answers. Normally, when a teacher asks a question, those
students who are quick to raise their hands will be called upon (Brown 1997;
Creed 1996). Certainly, teachers may be aware of and sympathetic to those
students who prefer not to be called on, so teachers try not to put them on
the spot. The discussion moves on to another topic, and those students who
might have answered had they had time to compose their thoughts are left
out of the discussion (Brown 1997; Creed 1996; Fardouly 1998). If this
happens often enough, some students may feel that their opinions are not
valued and may cease any efforts to participate in class discussions. E-mail
should allow those students to participate without having to worry about
time constraints. Questions and comments can be phrased exactly as the
students want.
 

       Class Schedules and Course Descriptions

Class schedules and course descriptions are certainly useful. Students
interested in taking a course can examine these materials to determine in
they might really want to take the course and decide if they will be able to
complete the readings and assignments. Generally, this is where most teachers
begin constructing Web sites. An advantage of online schedules is that they
can be quickly updated if assignments need to be altered, rescheduled, or
deleted so that students can be kept up to date. Ritchie and Hoffman (1996)
see Web pages as more than just a method of disseminating information
because when pages are effectively structured, they "can guide users through
a series of instructional activities which present information, afford practice,
and provide feedback. They go on to state that providing students with access
"to course information and instruction on a flexible schedule through
telecommunications can help increase the sharing of information and
construction of knowledge". As both teachers and students discover new
sites on the Internet that offer relevant materials, they can be added with
little effort. One important issue to keep in mind is that to be of real use to
students, Web sites need to include more than just a syllabus, schedule, and
a course description. If that is all that we provide, then the site will do little
more provide a substitute for paper handouts. The sites below should provide
a variety of examples for the types of sites that are being constructed.

Dr. William Sugar EDTC 6050  Spring 2000 - Class Schedule
Dr. Veronica Pantelidis EDTC 6010  Course Description
Dr. Skip Knox Western Civilization Schedule for Spring Semester 2000
Dr. John Carlisle Physics 208E  Course Syllabus - Spring 2000
Stanley K. Schultz Civil War to the Present Course Information
Dr. Bill MacLeay  Community in AmericaSyllabus
Larry Cebula History of the American Indian Course Schedule
Dr. Debashis Aikat Electronic Information Sources  Online Syllabus
Dr. Burt Browning's EDN 416  Advanced Instructional Technology
 

       Class Outlines and Study Guides

       Class Outlines and Study Guides should be incorporated/integrated into
lectures so that students will begin to view them as a regular part of the course
and begin to use them on a regular basis. Outlines are certainly helpful for
those students who prefer highly structured notes, but students may not use
materials on the Internet simply because they are there. A key feature of
hypertext materials and a distinct advantage over textbooks, for example, is
the ability to add links to educationally relevant materials as they become
available. Access to a variety of resources allows "learners with diverse
backgrounds and knowledge to choose the most salient link to remind them
of knowledge they previously learned before new information is offered"
(Ritchie & Hoffman, 1996). These materials should be used to expand on
topics covered in lectures and in the textbook (Fardouly 1998). I have begun
providing a printable version of outlines of the topics we discuss in the History
of Western Civilization in addition to the outlines which we use in class with
a projector. Both contain the same material, including links, but the printable
version is 12 point so that it will use less paper. I have suggested that students
copy the outlines from the Web site and paste them into a word processor so
that they can then insert spaces in order to use the outlines as a framework
for their own notes.

Dr Silvestri's WWW  Ancient World History Resource
Dr. John Carlisle  Web Study Guides  &  Overheads
Professor Miriam Pittenger The Roman Achievement Study Guides
Professor Paul Brian's  Course Materials, Including Study Guides
Dr. Debashis Aikat Electronic Information Sources   Links to Review for Test 1
Richard Thompson  Bible 2 Study Guides
Mitchell Dutch History of Western Civilization Lecture Outlines
&  Study Guide Ch. 1 - 6

       Lecture Notes

Inevitably, some students will miss class and will need to catch up with what
the class has covered. Providing lecture notes, even an abbreviated version
of notes, will help students who don't want to rely on possible illegible or
sketchy notes from another class member. It should be made clear that these
notes are not a substitute for class attendance. Rather they are provided to
help students catch up and to review if they have not done an adequate job
of taking notes. I have added links to a variety of Web sites so that students
will be exposed to different points of view. I don't want students thinking that
history is just a matter of memorizing facts, and I don't want them simply
trying to reproduce my lectures on tests. Different interpretations of historic
events may help broaden students understanding(Pitt & Clark; Fardouly 1998).

Steve Muhlberger    Early Agriculture and Early Cities
Dr. Skip Knox  Charlemagne
Stanley K. Schultz Civil War to the Present Student Web Notes
Dr. Bill MacLeay The Declaration of Independence
Professor K. Austin Kerr  The Emergence of Modern America, 1877-1917
 Lecture Outlines
Prehistoric Archaeology of the Aegean Middle Minoan Crete
Professor Gerhard Rempel  Lectures for the World in the 20th Century
 

       Homework Assignments and Project Guidelines

Integrating homework assignments and project guidelines into a Web site
allows students to access them whenever they need the information. It should
be expected that some students will forget specific requirements and due dates,
so having them available on the Internet reduces the need to ask the teacher.
Project guidelines might also include examples of past student projects. In
addition, students will be required to visit the Web site in order to read, save,
or print the pages.

EDN 303 Word Processing Assignment
             Web Page Assignment
EDN 416 Web Publishing Activity
             Advanced Software Use Activity
Professor K. Austin Kerr   History 563 Web Projects
Dr. William Sugar EDTC 6050 Class projects and assignments
Dr. K. Austin Kerr  The Emergence of Modern America, 1877-1917
     Required Readings       Papers

       Student Pages and Projects

Student pages and projects can help give students a sense of ownership. One
concern that students often have is that research papers, for example, are only
going to be read by the teacher. This may reduce their interest in the task.
Publishing work on the Internet, whether papers or projects, gives students
a wide audience and may instill a sense of accomplishment in their work.
(Creed 1996; Owston 1997; Pintrich & Schunk 1996)

Larry Cebula History of the American Indian Student Web Pages
Sandra L. McClurken HTML & Web Design Showcase of Student Projects
Technology across the Curriculum  Student Projects
All Stars Interdisciplinary Team Projects Student Projects 1996 - 1997
Dr. Debashis Aikat Electronic Information Sources  Student Projects
ENG 111 Expository Writing   Sample Student Essays

         One feature of the Internet that teachers will no doubt find both
intimidating and educationally adaptable is the seemingly limitless growth
of the Net. In just the past few years, vast amounts of information have
appeared on the Internet. As we all know, much of what is on the Internet
has been created by people who are enthusiastic about sharing their interests
with others, but it may not always be accurate. Some sites may be entirely
unacceptable because of a political, ethnic, religious, or racial bias. However,
both educators and students are making valuable additions to the educational
content on the Web. Much of this material can be used in classes to "reinforce
and expand on concepts developed in other parts of the course" (Harvey &
Mogey, 1999). Literature classes or individual students should be able to make
extensive use of public domain electronic texts at sites like Project Gutenberg,
The Internet Public Library, and  Bartleby.com. Rather than having students
purchase a supplementary text for a Western Civilization class, teachers might
choose to integrate The Middle Ages, World Civilizations,or
Roman History, Coins, and Technology to provide students with access to
specific information which might not be covered in the textbook. Maps are
available online as are paintings at World Art Treasures and the Web Museum.
Science studens can find numerous resources at the Einet Galaxy  at the
Cornell Math and Science Gateway.

"The problem for educators seeking to incorporate the Internet in supporting
curricular  goals becomes multi-faceted: along with ensuring learners are able
to navigate through the sheer vastness of the Net, there is the dilemma of
selecting resources based on a sound, established theoretical framework
conducive to deep meaningful learning" (Davidson, 1998).
       Even though students may face some initial disorientation and perhaps
some frustration because of the non-linear nature of hypertext documents on
the Internet, proponents of Constructivism argue that by its very nature
hypertext and hypermedia encourage students to explore without having to
follow a predetermined path as is the case with conventional texts. (Oliver,
Herrington, & Omari, 1996; Polyson, Saltzberg, & Godwin-Jones) Being
accustomed to the linear nature of books, students may become disoriented
and perhaps frustrated by the arrangement of hypertext pages (Jonassen, 1996).
As they become more experienced, students will need to develop their skills in
selecting and evaluating Internet resources (McKenzie 1998; Owston 1997).
It may take several visits before students become accustomed to locating
materials using URLs. Hypertext has the advantage over linear text of enabling
"readers to access information from a text in ways that are most meaningful to
them" (Jonassen, 1966). Jonassen argues that hypertext is "based on the
assumption that the organization the reader imposes on a text is more
meaningful than that imposed by the author" (1996, p. 188).  Students are
better able to access information when they feel they need it (Brown 1997;
Creed 1996; McKenzie 1998). Whenever a student has a question about a
particular topic in a hypertext document, links may be embedded which allow
the student to stop and explore (Brown 1997; Creed 1996; Owston 1997).
A key point that Jonassen (1996, p. 258) argues forcefully is that hypertext is
one of the tools that can help students overcome the "learned helplessness,
poor perceived self-efficacy, and improper attribution of success or failure" that
is endemic in public schools across the country. With the growing volume of
information available on the Internet, students can access biographical material
or primary documents for a history class such as those at the
Ancient History Sourcebook at Fordham University or illustrations and
overheads as Dr. John A. Carlisle does for his physics class at Virginia
Commonwealth University. This provides an additional benefit in allowing
students with different learning styles to proceed at their own pace (Creed
1996; Davidson, 1998; Jonassen; Owston; Pintrich & Schunk 1996; Ritchie &
Hoffman, 1996).

       Any number of sites like Trenches on the Web, The Victorian Web ,or
The Spartacus Internet Encyclopedia, allow students to investigate topics that
interest them. If teachers can build upon students' initial enthusiasm, students
are not only more likely to retain more because they invest more energy in
learning, but students are more likely to retain their enthusiasm.
 

        Instructional Technology and the Internet in particular will have an
increasingly significant role in education. Although many of us are enthusiastic
about the educational possibilities of useing Instructional Technology, not all
of our students will begin with equal interest. We cannot expect students to
accept the Internet as an educational resource or to learn from their experience
unless we go beyond an online syllabus, course description, and schedule.
If we are to successfully integrate the Internet into traditional classes, we will
need to develop content rich Web sites incorporating carefully selected materials.
Internet resources will need to be integrated in meaningful ways, and, at least
to begin with, we may need to require students to access them by providing
such things as homework assignments and project guidelines.
 

                                                References

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Last edited May 23, 2000.