Age - TOJET the Turkish online journal of educational technology

More documents

Recommendations

Info

The Turkish Online Journal of Educational Technology – TOJET January 2005 ISSN: 1303-6521 volume 4 Issue 1 Secondly, students’ positive attitudes contribute to their acceptance of and participation in such an online learning community. These asynchronous communication systems would definitely contribute to train future teachers to be reflective practitioners and active learners. Having belonged to a professional online community, future teachers will be able to initiate such online communities where they would share their teaching experiences, problems, ideas, and pedagogical resources. Therefore, it is highly recommended to further integrate these tools into pre-service and in-service teacher training programs. In conclusion, the integration of a message board into teaching process was “… both hard, exhausting, laborious and useful, enjoyable and fun” (Ercan, PR # 14). Such integration of multimedia and internet technologies into teaching with novice computer users is always going to be a challenge. However, positive attitudes and students’ willingness and cooperation definitely support instructors and teacher training departments to utilize new technologies in their programs. Future studies including a longer period of time and the use of both synchronous and asynchronous tools are definitely needed to better understand the components of web based instruction. Such research studies will contribute to our understanding of online communication discourses and to help us develop an online community of active and reflective practitioners. REFERENCES Anderson, S.E. & Harris, J.B. (1997). Factors associated with amount of use and benefits obtained by users of a statewide Educational Telecomputing Network. Educational Technology Research and Development, 45 (1), 19-50. Bağcı-Kılıç, G. (1999). Attitudes of Pre-service Teachers toward a Technology-Rich Elementary Science Methods Course. Unpublished Doctoral Dissertation. Indiana University, Bloomington, IN. Eckert, P. & McConnel-Ginet, M. (1992). Think practically and look locally: Languages and gender as community based practice. Annual Review of Anthropology, 21, 461-490. Honey, M., & Henriquez, A. (1993). Telecommunications and K-12 Educators: Findings from a National Survey. New York: Center for Technology in Education. ED 359 923. Ross, J. (1996). The influence of computer communication skills on participation in a computer conferencing course. Journal of Educatinal Computing Research, 15(1), 37-52. Romizowski & Mason (1996). Computer-Mediated Communication. In Handbook of Research for Educational Communications and Technology : A Project of the Association for Educational Communications and Technology. (Ed). David H. Jonassen. New York : Macmillan Library Reference. USA. Stevens, V. & Altun, A. (2002). The Webheads Community of Language Learners Online. Proceeds from a demonstration given November 7, 2001 at the MLI Teacher to Teacher Conference, Abu Dhabi, UAE. Retrieved May 5, 2003, from: http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/proceeds.htm Thomas, M. & Hofmeister, D. (2002). Assessing the effectiveness of technology integration: message boards for strengthening literacy, Computers and Education, 38, 233-240. Tyan, N. N. & Hong, F. M. (1998). When western technology meets oriental culture: Use of computer-mediated communication in a higher education classroom. Paper presented at the Annual Meeting of Association for Educational Communications and Technology. St. Louis, MO, February 18-22, 1998. Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study, Internet and Higher Education, 6, 77-90. White, C.S. (1997). Citizen participation and the Internet: Prospects for civic deliberation in the information age, Social Studies, 88, 23–28. Wilson, T. & Whitlock, D. (1998). What are the perceived benefits of participating in a computer-mediated communication (CMC) environment for distance learning computer science students?, Computers and Education, 30, 259-269 Zimmerman, S.O., & Greene, M.W. (1998). A five-year chronicle: Using technology in a teacher education program. In Technology and Teacher Education Annual, Proceedings of the International Conference of the Society for Information Technology and Teacher Education (SITE). Washington, DC. Copyright © The Turkish Online Journal of Educational Technology 2002 74
The Turkish Online Journal of Educational Technology – TOJET January 2005 ISSN: 1303-6521 volume 4 Issue 1 UNDERSTANDING FACULTY ADOPTION OF TECHNOLOGY USING THE LEARNING/ADOPTION TRAJECTORY MODEL: A QUALITATIVE CASE STUDY Ismail Sahin isahin@iastate.edu Iowa State University ABSTRACT Using a technology adoption model, the Learning/Adoption Trajectory model, and this study aimed to identify the technology adoption level of a faculty member, Mary. In addition, I examined how Mary arrived at her technology adoption level. Finally, using Mary’s path to technology leadership as a guide, I offered several recommendations about how colleges and departments can encourage faculty members to integrate technology effectively. To be able to get enough data and to strengthen the internal validity and the reliability of this qualitative case study, the triangulation strategy or the multiple data collection method was used. In this basic interpretive qualitative study, the data were collected through interviews, classroom observations, and document analysis. Understanding Faculty Adoption of Technology Using the Learning/Adoption Trajectory Model: A Qualitative Case Study For more than three decades, the wide-ranging impact of computers and technology has significantly changed how we gain, convey, present, and analyze information and provided “the tools, applications, and processes that empower individuals of our information society" (See, 1994, p. 30). Hence, information technology (IT) has become an integral part of schools, colleges, and universities (Wilson, Sherry, Dobrovolny, Batty, & Ryder, 2002). The availability of technology gives higher education a vital role to model the effective and appropriate uses of technology in teaching and learning. To accomplish this goal, there is a need to understand the technology adoption process in greater detail. Using a technology adoption model, the Learning/Adoption Trajectory model, the purpose of this qualitative case study was to identify the technology adoption level of a faculty member, Mary. In addition, I examined how Mary arrived at her technology adoption level. Finally, using Mary’s path to technology leadership as a guide, I offered several recommendations about how colleges and departments can encourage faculty members to integrate technology effectively. Before discussing several adoption models, I will provide the definitions of some terms used in this paper. Carr (1999) defines “adoption” as “the stage in which a technology is selected for use by an individual or an organization.” Also, he defines “innovation” as “a new or innovative technology being adopted.” For Carr (1999), “diffusion” applies to “the stage in which the technology spreads to general use and application” and “integration” refers to “a sense of acceptance, and perhaps transparency, within the user environment.” Several scholars have proposed technology adoption models. As Farguar and Surry (1994) describe, these models are useful because “an analysis of the factors which affect a product’s adoption can play an important role in increasing the utilization of the product” (p. 20). Perceiving the stage of the technology adoption and the factors that shape this stage can lead us to the effective use of technology. Stockdill and Morehouse (1992) describe the factors that influence the adoption of technology as educational need, user characteristics, content characteristics, technology considerations, and organizational capacity. The adoption process of innovations has been studied for over three decades. As the most popular adoption models, Hall and Hord's (1987) Concerns-Based Adoption Model (CBAM) and Rogers' (1995) Diffusion of Innovations, have been used in many studies (Sherry & Gibson, 2002). Since the rapid and continuous changes in technology require using a dynamic and recursive model to evaluate the technology adoption process, Sherry, Billig, Tavalin and Gibson (2000) proposed another adoption model, the Learning/Adoption Trajectory model based on Rogers’ diffusion theory. THEORETICAL FRAMEWORK The Learning/Adoption Trajectory model is a research based model established based on a five-year project with teachers in Colorado in the United States. “Throughout the project’s five years, Boulder Valley Internet Project leaders introduced the use of telecommunications in the classroom to the Boulder Valley School District by training”(Sherry, 1997, p. 68). I will use the Learning/Adoption Trajectory (Sherry et al., 2000) model as a framework to define the level of Mary’s technology use. The stages of this model are described in Table-1: Copyright © The Turkish Online Journal of Educational Technology 2002 75
Page 1 and 2:
THE TURKISH ONLINE JOURNAL OF EDUCA
Page 3 and 4:
The Turkish Online Journal of Educa
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24: The Turkish Online Journal of Educa
Page 73: The Turkish Online Journal of Educa
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161:
show all

Age - TOJET the Turkish online journal of educational technology

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?