Employ a non-coercive, facilitative organizational change strategy that lets teachers pursue individualized adoption at their own pace, supported by training aimed at informational and management concerns¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article reports that a non-coercive, facilitative organizational strategy for change allowed teachers to pursue highly individualized approaches to adoption at their own pace and under their own control. Training directed mainly at Informational and Management concerns set in motion change processes that teachers sustained and extended through voluntary investigative, experimental, and collegial activities. This pairs an organizational stance with concern-targeted training rather than purely technical skills training, which the article says has generally proven ineffective.

Design Implications¶

Context¶

Requirements¶

• Training that addresses the concerns predominant among teachers at the time, rather than only technical operation skills

Constraints¶

• Observed in one school with a seven-year incremental technology installation and a tradition of technology use

Target Learners¶

• elementary school teachers adopting classroom technologies

Target Learning Goals¶

• integration of computer technologies into teaching and learning practices

Affordances¶

• Cbam Stages Of Concern Model

Related Strategies¶

• Pitch Forms to cautious adopters as a time-savings and instant-feedback tool, and let them experience it firsthand

Examples¶

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Key Sources¶

• 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