Task is as follows:
Learning outcome actions
|
Clarify what you have studied:
- We have studied Rogers' theory of 'diffusion of innovations' which discusses how, why and at what rate new ideas and technology spread through cultures. Time and communication are important factors in this theory. I hadn't really considered why some innovations are popular and why they are not. I would say a fair amount of popularity comes from ease of use and positive marketing.
- Niki Davis' 'arena of change' was a real eye-opener for me. It perfectly summed up the notion that whatever teachers or schools implement (ICT or not) there are always outside factors that are involved and influence the implementation. I think it is really important to also think of the bigger picture, and also take into account what the community around the school has to say. Niki's 'arena of change' makes it simple for schools and teachers to see the many factors that influence and affect students. It also provides a straightforward model that allows schools to implement their own personal context into it.
- We have looked at concerns-based models (CBAM) which are theories based on change. As stated in Loucks-Horsley (1996), "CBAM applies to anyone experiencing change" and that the model holds that "people considering and experiencing change evolve in the kind of questions they ask and in their use of whatever the change is". The CBAM model provides tools to identify and assess the seven stages of concern. This concern could be from teachers when senior management introduce a new ICT initiative, or something similar. By monitoring the concerns of teachers, senior management can provide opportunities to address self-concerns, and then professional development. It is interesting to note that Loucks-Horsley (1996) suggests that it takes several years to fully implement a new initiative because there are different levels of concern and acceptance as time goes on.
- We have looked at technology acceptance models which "originate from computer science and information systems theory in an attempt to answer questions about technology adoption" (Wikipedia - Technology Acceptance Model). The model is based on two main aspects - perceived usefulness and perceived ease-of-use. A limitation of this model is that it does not consider the wider ecosystem or social dynamics. Other models such as Niki Davis' 'arena of change' consider the wider ecosystem and whole context of the issue.
- I have learnt how to apply Niki Davis' 'arena of change' to my own context of successful integration of BYOD. This broadened my view and forced me to consider the outside factors that influence classroom changes.
Integrate new knowledge with previous knowledge and experience:
- An interesting thing I found out was that educators in the 1920s worried that radio would take over the traditional role of educators. This parallel can be seen in modern schools where some teachers worry that the integration of ICT in the classroom may eventually replace the role of teachers. "Why have a teacher when you have Google?"
- The technology acceptance model can be seen in many schools around New Zealand. I for one have seen teachers who range widely in regards to their opinions of certain ICT issues. To get complete buy-in teachers need to be made to feel comfortable and must perceive the innovation as useful and easy to use. Some teachers will give up at the first hurdle and not push through if their perception of an innovation does not show ease-of-use or usefulness.
- After reading about Rogers' 'diffusion of innovations' I noticed a lot of similarities between teachers and the levels of acceptance at schools in regards to ICT. A school will never get 100% 'buy in' from all of its teachers straight away. I agree that there is a sort of spectrum that develops over time (see image below). From this model it is obvious that time is an important part of the acceptance process, and the way it is communicated and spread is important too.
 |
| Diffusion of Innovations, https://en.wikipedia.org/wiki/Diffusion_of_innovations |
Identify what you have yet to learn and any questions you have:
- The Ministry of Education documents on BYOD and their stance on it. I know it is encouraged but is there a timeframe that schools need to have implemented it by? Are there repercussions for schools who don't want to implant BYOD? This is important in order to understand the national part of the 'arena of change'.
- I would like to see the documentation of my school that shows the how/why part of BYOD implementation in detail (suggested by Keith in EDEM630 - thanks!)
- What is the most common model used by secondary schools in NZ when implementing ICT change?
 |
| Retrieved from https://student.unsw.edu.au/reflective-writing |
References
Diffusion of Innovations. (n.d.). Retrieved July 25, 2015, from https://en.wikipedia.org/wiki/Diffusion_of_innovations
Loucks-Horsley, S. (1996). Professional Development for Science Education: A critical and immediate challenge. National Standards and the Science Curriculum. Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from http://www.nationalacademies.org/rise/backg4a.htm
Reflective Writing. (n.d.). Sydney, Australia: UNSW. Retrieved from https://student.unsw.edu.au/reflective-writing
Robinson, L. (2009). A summary of diffusion of innovations. Enabling Change. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf
Technology Acceptance Model. (n.d.). Retrieved July 25, 2015, from https://en.wikipedia.org/wiki/Technology_acceptance_model
No comments:
Post a Comment