EDUC 628-Spring-08

The technology adoption seems to be–in general terms–being implemented by just about any company that exits in one way or another when I googled this on the Internet.  I say this because it appears that way on the surface.  I think that many many companies are implementing strategies to integrate and educate technology into the many facets of their business needs, and they are doing it well.  I think that education the students of today in high schools is where the adoption lacks perseverance.

From http://education.ed.pacificu.edu/bcis/workshop/adoption.html

the following article was presented:

Adoption and Diffusion of Innovations What are the stages that teachers go through as they learn about and adopt these innovative applications of technology?General stage models of adoption:There are a number of Important adoption models. I will focus on two of the most important works in the field.1. Rogers’ “Diffusion of Innovations” (1960, 1995). His Innovation Decision Process Theory proposes that there are five distinct stages to the process of diffusion. The stages are:

1. Knowledge – when the person or group begins to learn and know about a new innovation
2. Persuasion – the person begins to form attitudes through interactions with others
3. Decision – there is a drive to seek additional information and a decision is made
4. Implementation – as regular use is attempted more information is sought
5. Confirmation – Continued use is justified or rejected based on the evidence of benefits or drawbacks

2. Hall and Loucks’ (1979) Concerns-Based Adoption Model is useful in explaining the lack of teacher investment in innovations, and describes the seven levels of concern that teachers experience as they adopt a new practice: (NCREL)

1. Awareness – Teachers have little concern or involvement with the innovation.
2. Informational- Teachers have a general interest in the innovation and would like to know more about it.
3. Personal- Teachers want to learn about the personal ramifications of the innovation. They question how the innovation will affect them.
4. Management- Teachers learn the processes and tasks of the innovation. They focus on information and resources.
5. Consequence- Teachers focus on the innovation’s impact on students.
6. Collaboration- Teachers cooperate with other teachers in implementing the innovation.