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Title10239 306 Delta3 ELTM 1213.Doc
TagsNew Product Development Strategic Management Self-Improvement Motivation Educational Technology
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Page 14

14


Evgeniya Astrakhantseva. Development of Skype Lessons.


Appendix Appendix 1.G). Thus, the strategy is to cover remote areas and

maintain availability for students on the move; continue developing and

providing unique courses and methods, ensure that the teachers deliver high-

quality lessons.

Raising awareness about the Skype programme

From motivation theories we know that people have needs to be satisfied, and

security, we believe not only physical but also emotional, is a basic need

(Maslow’s hierarchy of need in Everard, 2004). Changes and unknown things

threaten people’s feeling of security. Therefore the first thing to be done is to

raise awareness about the changed condition of work. The rationale for this is:

 Even though teachers think they can use Skype, they might not know

about all the features of the programme.

 The teachers who are already working on Skype did not name Skype

tools among those they are currently using (Appendix 1.C).

The features in mind are: sharing screen, video conferencing with more

than 1 student, board and others.

This can be done in the form of a training and experience sharing seminar.

I believe that this will allow to reduce adverse attitude to on-line teaching.

Raising awareness and providing training on possible computer tools that can

replace or enhance traditional techniques

Similarly to the previous one, it is essential to build a secure feeling of

confidence in using new tools. At the same time, here we can rely on the need

for achievement which plays the most significant role in job satisfaction by

Frederick Herzberg (described in Everard, 2004). Achievements “include the

possibility for testing new and untried ideas” (Everard 2004:31). This coincides

with and reflects the top of Maslow’s hierarchy of needs as well. The need in

professional development is supported by the results of the survey, where 41%

of the teachers see Skype lessons as their development, the same number are

neutral, and only 16% are negative in their answer (Appendix 1.B).

At first, the training can be provided to those who are teaching currently online

so that they can try the tools and techniques in practice and then share their

expertise with others. This also can be delivered in the form of seminars and

training.

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