This document summarizes key points from Chapter 3 of the book "Using Technology with Classroom Instruction that Works." It discusses strategies for providing recognition to students as a learning strategy. The chapter indicates that rewards do not necessarily negatively impact intrinsic motivation when contingent on performance. Abstract symbolic recognition like praise is more effective than tangible rewards. Recommendations include personalizing recognition, using the pause, prompt, and praise technique, and using concrete symbols of recognition. The document then provides examples of how different technologies can be used to implement recognition strategies, such as surveys, response systems, multimedia, web resources, and communication software.

1. EDU 590: Week 2
CHAPTER 3: Providing Recognition
“Using Technology with Classroom Instruction that Works.”
by Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski
Central Michigan University

2. Chapter Three – Providing Recognition
 Planning
Question: Suggested Technology:
Which
Strategies 1. Data Collection Tools
Will Provide 2. Multimedia
Evidence of 3. Web Resources
Student
4. Communications Software
Learning?
 Learning
Strategies:
Providing
Recognition

3. Chapter Three – Providing Recognition
Providing Recognition:
McREL’s research supports the
following generalizations:
1. Rewards do not necessarily have a negative effect on
intrinsic motivation.
2. Reward is most effective when it is contingent on the
attainment of some standard of performance.
3. Abstract symbolic recognition (e.g., praise) is more
effective than tangible rewards (e.g., candy, money),.
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4. Chapter Three – Providing Recognition
Providing Feedback:
McREL’s Recommendations (pg. 60):
1. Personalize Recognition.
2. Use the Pause, Prompt and Praise strategy.
3. Use concrete symbols of recognition.
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5. Chapter Three – Providing Recognition
 Planning Data Collection Tools:
Question:  Web-based surveys
Which Strategies  SurveyMonkey
 Google Docs
Will Provide  Allows students to give anonymous
Evidence of feedback and evaluation of peer work.
Student Recognize the student(s) with
Learning? the highest peer evaluations.
 Student Response Systems
 Learning
 Pop quizzes w/ bonus points based on
Strategies: an expected percentage achieved.
Providing  Allows for verbal praise.
Recognition

6. Chapter Three – Providing Recognition
 Planning Multimedia:
Question: (Personalize Recognition)
Which Strategies  Certificates
Will Provide  Cards
Evidence of  Banners
Student  Digital Storytelling– have the student bring
in some pictures of him or her-self and as
Learning? you digitize the pictures and add audio
 Learning explaining why that student was chosen as
student of the week. Give the student a
Strategies: CD copy of the media.
Providing  Podcast
Recognition

7. Chapter Three – Providing Recognition
 Planning Web Resources:
Question: (Personalize Recognition)
Which Strategies • Online Galleries – opening up the praise
Will Provide past family members to friends, peers, other
Evidence of educators and professionals.*
Student
Learning?
* Remember to always check what your school or school district
 Learning policy is about sharing student information, work, etc. online.
You may have to obtain written permission from the student,
Strategies: his or her parent(s), the school, and/or school district
Providing
Recognition

8. Chapter Three – Providing Recognition
Communication Software:
 Planning
(Personalize Recognition)
Question:
• Audio E-mail
Which Strategies  Being able to hear a “tone of voice” that
Will Provide you cannot get from a traditional E-mail.
Evidence of • Video Conferencing
Student  Global WRITeS project – room based video
Learning? conferencing.
 Allows you to connect with other students,
 Learning classes, schools around the globe –
Strategies: student collaboration, feedback and
recognition.
Providing * Remember to always check what your school or school district policy
is about sharing student information, work, etc. online. You may
Recognition have to obtain written permission from the student, his or her
parent(s), the school, and/or school district

9. Kathy Shrock’s Website
• Explore the following:
 About the Author
Educational Resources
Teacher Helpers
ABC Index