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4 factors that influence motivation in relation to ICT

During the Rendez-vous PédagoNumérique, 4 factors that influence motivation in relation to ICTs were presented.

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During the Rendez-vous PédagoNumérique, 4 factors that influence motivation in relation to ICTs were presented.

On December 9, 2016, the first edition of the Digital Pedago Appointment of the Saint-Hyacinthe School Board. We were welcomed there at the Hyacinthe-Delorme high school by the staff and friendly students who had cooked delicious muffins for us!

The day started with a session Pack me up animated by Benoit Petit, educational advisor at National service of RÉCIT for the development of the person, attached to the Saint-Hyacinthe School Board. Several remarkable initiatives were presented in bursts, including the one particularly appreciated by Andréanne Gagné, accompanied by two of her students from the CFER de Bellechasse, a “school-business for learning differently”.

The day divided into three sessions offered a large choice of workshops in various formats: presentations, reflections, training or BarCamp.

25 effective strategies to increase students' academic success and motivation through the use of technology

I attended the presentation with several others 25 tips to increase school perseverance through the use of technology. Based on the results of numerous studies, we can see the positive contribution of digital technology in education. Searches don't answer all questions, but offer tags. Among other things, we learn that technology is changing the way young people learn and requires the development of new skills.

Remember that Google, which will soon turn 19, answers 6 billion questions per year. As for him, Allo Prof answers 20 million questions per year. There are 1.6 billion Facebook users, and YouTube receives 10 billion visits per year. There are 500 million followers on Instagram, and 320 million on Twitter. In addition, it would have fewer errors on Wikipedia, according to the Nobel Prize winners who reviewed its contents, than on any large encyclopedia on paper.

When students of 6e years are wondering, they first ask Google, then Facebook, then friends. Parents only come in fourth place as a source of information. Young Quebecers aged 13 to 17 write 6,300 texts per month, girls more than boys, and 50 % are written between 9 a.m. and 4 p.m. from Monday to Friday, that is to say when these schoolchildren are in class.

ICTs act on student motivation

Digital is omnipresent in our lives and the lives of our students. However, does it increase the academic success and motivation of students? Here are four factors that influence motivation in relation to ICT.

1- The feeling of control

Thanks to digital technology, it is easier to offer a variety of activities to students. They have to make choices, which gives them a sense of control over their learning and motivates them.

2 - Sense of competence

Technology gives the student a sense of competence. Studies show that the use of technology lowers the rate of absenteeism in class.

For example, students film themselves as they explain their solution to the math problem. They put their 60 second video on YouTube. They not only feel proficient in math, but they are proud to have created this video which can be "seen by the whole earth".

What young people love the most are the activities where they use their creativity. Technologies allow them to present great projects.

3 - Affiliation feeling

On this subject, we can think of the application remind, designed for schools. Students and their parents feel special when they receive the personalized message their teacher has produced using remind. Studies show that sending students about 10 messages per week has a major impact on sense of affiliation.

 4- Increases the attractiveness of the educational activity

Technology will be the excuse to convey content. Students forget that they are doing schoolwork because the applications use certain techniques from video games. For example, activities in mathematics where each level is always a little more difficult than the last lead the pupil towards learning, while he has the feeling of "playing a video game".

The opening conference ended by reminding that technology is only a tool, it is the teachers who make the difference. A bit like I myself wrote on Twitter: “It's not the chalk that writes, but the hand that guides it”.

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About the Author

Ninon Louise Lepage
Ninon Louise Lepage
Ninon Louise LePage is a pedagogue and museologist who recently came out of premature retirement to be reborn as an educational designation. She has taught at the Université du Québec à Montréal and the Université de Sherbrooke in science education, in addition to working at the Canadian Heritage Information Network as a museology consultant. She also writes for our French friends at Ludomag. She also invites all interested to contact her so that she can talk about you, your students, your school and your particular experiences in digital and computer education.

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