Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Even while enacting impact-related adoption activities, teachers continued to respond to self- and task-related concerns, which the authors relate to evolving experiences and interpretations of increasingly complex technologies. → Wesley 1996

Evidence¶

Wesley 1996¶

Wesley, Marion T., Jr. and Franks, Melvin Eugene. (1996). Advanced Adoption of Computer Technology in the Classroom and Teachers' Participation in Voluntary Innovation Adoption Activities. https://eric.ed.gov/?id=ED402907

q2 · i? · qualitative · r2

Discussion of the case study's interview and SoCQ findings: teachers developed Consequence and Collaboration concerns as expected under CBAM theory, but early concerns persisted. The article reports this as an interpretation of qualitative data, with no effect size.

"This maintenance of early concerns appears to be related to theteachers' evolving experiences and changing interpretations of the increasingly complex computertechnologies available."

Discussion¶

Related Claims¶

• Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation — the general claim this finding bears on, with the studies behind it
• Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associated with informational through consequence stages of concern — related
• Collegial interaction among adopting teachers increased over time, spanning informational, personal, management, consequence, and collaboration concerns — related
• Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent — related
• Advanced technology's hyperinteractivity can intensify social inequality in education — related
• Switching to an updated synchronous platform catalysed the teacher's ongoing teaching innovation — related
• Sharing experiences in class discussion modifies learners' attitudes and interpretations — related
• Two independent research efforts identified the same three pre-use phases of the adoption process — related
• The Transtheoretical Model of Change applies to the adoption of improved study skills: decisional balance pros and cons follow the TTM pattern across stages, self-efficacy rises from contemplation to maintenance, and action/maintenance students use more deep achieving strategies. — related
• Colleges adopted new technology platforms to increase efficiencies, but face challenges sustaining their use after the grant ends — related