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¶

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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Qualitative content analysis of interviews identified two categories of voluntary individual adoption activities: investigation of new computer resources for students, and experimentation with altered teaching methods, student work, and classroom arrangements. → 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

Content analysis of informant interviews with four teachers with the most advanced concerns profiles of the total teacher group (n=19) identified the categories; the article reports "two general categories of individual voluntary adoption activities" tied to several stages of concern. No effect size is reported.

"Qualitative analysis identified two general categories of individual voluntary adoption activities related to several stages of concern including the informational, personal, management, and consequence stages."

Discussion¶

Related Claims¶

• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception — related
• Collegial interaction among adopting teachers increased over time, spanning informational, personal, management, consequence, and collaboration concerns — related
• Switching to an updated synchronous platform catalysed the teacher's ongoing teaching innovation — related
• Colleges adopted new technology platforms to increase efficiencies, but face challenges sustaining their use after the grant ends — related
• Teachers' motivation to analyze their teaching falls into four broad categories: self-analysis, understanding students, change, and problems — related