Artefact 3 Learning Reflection- Change Models
What
I found reading about the models; Davis’ (2009) Arena of Change, The Concerns-Based Adoption Model (CBAM), Rogers’ Diffusion of Innovation and the Technology Acceptance Model interesting and very thought provoking.
I began reflecting on what goes on in my own context which is a primary school setting where I teach the year 7&8 students and this year the school decided to implement BYOD’s into the two senior classes and also encourage all teachers to use ICT in their teaching practice in their own
classrooms.
Firstly Davis’ (2009), Arena of Change, (figure 1) looks at the big picture of the influencing factors when a class and teacher are faced with a new ICT innovation. It is like a ripple effect but in reverse. The teacher and class are at the center and the ripples are spreading outwards having less and less influence the further out they go, but unlike ripples on the water the effect and influence on the classroom and teacher is moving in the other direction, inwards. As educators we need to be very aware of all influencing factors when making new innovative decisions in order for them to run smoothly in their implementation.
Figure 1
The other readings that I connected with were both the CBAM Fuller (2003) and later further developed by (Hall, Wallace & Dossett, 1973; Hall, George & Rutherford, 1979; Hall & Hall, 1987) and Roger’s Diffusion of Innovation Rogers (2003) cited in Sahin (2006). These models have a lot of similarities and look more at the teacher in depth and how their feelings, attitudes and beliefs
can have an effect on the success of the implementation of a new innovation. The CBAM can be a successful way to help facilitators understand others’ perceptions and feelings on new innovations, and therefore allow them to adopt strategies to drive forward the progress of teachers through the 'stages of concern'.
Reviewing these above models reminded me of Renihan (1984), Managing Change model where seven vital factors need to be in place in order for effective change to take place. They are:Vision, Attainable objectives, Skills, Incentives, Resources, Action plan, Monitoring and evaluation. If one of these elements is missing Renihan (1984), believes that the change process will be ineffective.
Source: The Managing Complex Change model was copyrighted by Dr. Mary Lippitt, founder and president of Enterprise Management, Ltd., is 1987.
So What
In my context I would like to use the CBAM to get a more indepth insight of teachers stages of concern and how they are feeling and what their attitude is towards the integration of ICT into their classrooms. From my observations so far I believe that there are many varying stages of concern amongst our staff.
Some questions I have:
References
Davis, N., Eickelmann, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computing Assisted Learning, 29, 438-450.
Evans, L., & Chauvin, C.(1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy, 12,165-178.
Lippitt, M. B. (2003). Six priorities that make a great strategic decision, Journal of Business Strategy, Vol. 24(1), p 21 - 24.
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150-162.
Renihan, F.I., & Renihan, P.J., (1984). Effective schools, effective administration and effective leadership. The Canadian Administrator, 24(3) 1-6.
Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory: The Turkish Online Journal Of Educational Technology, 5(2), 14-23.
DRAFT _______Purpose
Artefact 3 Learning Reflection- Change Models
What
I found reading about the models; Davis’ (2009) Arena of Change, The Concerns-Based Adoption Model (CBAM), Rogers’ Diffusion of Innovation and the Technology Acceptance Model interesting and very thought provoking.
I began reflecting on what goes on in my own context which is a primary school setting where I teach the year 7&8 students and this year the school decided to implement BYOD’s into the two senior classes and also encourage all teachers to use ICT in their teaching practice in their own classrooms.
Firstly Davis’ (2009), Arena of Change, (figure 1) looks at the big picture of the influencing factors when a class and teacher are faced with a new ICT innovation. It is like a ripple effect but in reverse. The teacher and class are at the center and the ripples are spreading outwards having less and less influence the further out they go, but unlike ripples on the water the effect and influence on the classroom and teacher is moving in the other direction, inwards. As educators we need to be very aware of all influencing factors when making new innovative decisions in order for them to run smoothly in their implementation.
Figure 1
The other readings that I connected with were both the CBAM Fuller (2003) and later further developed by (Hall, Wallace & Dossett, 1973; Hall, George & Rutherford, 1979; Hall & Hall, 1987) and Roger’s Diffusion of Innovation Rogers (2003) cited in Sahin (2006). These models have a lot of similarities and look more at the teacher in depth and how their feelings, attitudes and beliefs
can have an effect on the success of the implementation of a new innovation. The CBAM can be a successful way to help facilitators understand others’ perceptions and feelings on new innovations, and therefore allow them to adopt strategies to drive forward the progress of teachers through the 'stages of concern'.
Reviewing these above models reminded me of Renihan (1984), Managing Change model where seven vital factors need to be in place in order for effective change to take place. They are:Vision, Attainable objectives, Skills, Incentives, Resources, Action plan, Monitoring and evaluation. If one of these elements is missing Renihan (1984), believes that the change process will be ineffective.
Figure 2.
Source: The Managing Complex Change model was copyrighted by Dr. Mary Lippitt, founder and president of Enterprise Management, Ltd., is 1987.
So What
In my context I would like to use the CBAM to get a more indepth insight of teachers stages of concern and how they are feeling and what their attitude is towards the integration of ICT into their classrooms. From my observations so far I believe that there are many varying stages of concern amongst our staff.
Some questions I have:
Some questions I have:
What are the specific strategies that a leader can adopt to help teachers move beyond their identified stage of concern?
What influencing factors do teachers perceive as being a barrier to the implementation of ICT in their classrooms?
What support, skills and training do teachers believe that they need in order to use ICT effectively in their classrooms to enhance their own pedagogy and student achievement?
What support is there for ICT lead teachers?
Now What
For my further learning I would like to critically analyse teachers’ beliefs, attitudes and confidence in the use of ICT in their classrooms. It would be very interesting to do this in my work place using the CBAM model to further inform the ICT management team on future actions that need to take place for the betterment of teacher pedagogy and student achievement. I also like to explore the professional development delivered by outside agencies that could work with our lead teacher.
References
Davis, N., Eickelmann, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computing Assisted Learning, 29, 438-450.
Evans, L., & Chauvin, C.(1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy, 12,165-178.
Lippitt, M. B. (2003). Six priorities that make a great strategic decision, Journal of Business Strategy, Vol. 24(1), p 21 - 24.
Lippitt, M. B. (2003). Six priorities that make a great strategic decision, Journal of Business Strategy, Vol. 24(1), p 21 - 24.
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150-162.
Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory: The Turkish Online Journal Of Educational Technology, 5(2), 14-23.
DRAFT _______Purpose
The purpose of this learning reflection activity is to:
|
1st Learning Reflection
I found reading about the models; Davis’ (2009) Arena of Change, The Concerns-Based Adoption Model (CBAM), Rogers’ Diffusion of Innovation and the Technology Acceptance Model interesting and very thought provoking.
I began reflecting on what goes on in my own context which is a primary school setting where I teach the year 7&8 students and this year the school decided to implement BYOD’s into the two senior classes and also encourage all teachers to use ICT in their teaching practice in their own classrooms.
Firstly Davis’ (2009) Arena of Change looks at the big picture of the influencing factors when a class and teacher are faced with a new ICT innovation. It’s like a ripple effect but in reverse. The teacher and class are at the center and the ripples are spreading outwards having less and less influence the further out they go, but unlike ripples on the water the effect and influence on the classroom and teacher is moving in the other direction, inwards. As educators we need to be very aware of all influencing factors when making new innovative decisions in order for them to run smoothly in their implementation.
The other readings that I connected with were both the CBAM and Roger’s diffusion of innovation. These models have a lot of similarities and look more at the teacher in depth and how their feelings, attitudes and beliefs can have an effect on the success of the implementation of a new innovation. The CBAM can be a successful way to help facilitators understand others’ perceptions and feelings on new innovations and therefore allow them to adopt strategies to drive forward the progress of teachers through the stages of concern.
Reviewing these above models reminded me of Renihan (1998) Managing Change model where seven vital factors need to be in place in order for effective change to take place. They are:Vision, Attainable objectives, Skills, Incentives, Resources, Action plan, Monitoring and evaluation. If one of these elements is missing Renihan believes that the change process will be ineffective.
In my context I would like to use the CBAM to get a more indepth insight of teachers stages of concern and how they are feeling and what their attitude is towards the integration of ICT into their classrooms. From my observations so far I believe that there are many varying stages of concern amongst our staff.
Some questions I have:
What are the specific strategies that a leader can adopt to help teachers move beyond their identified stage of concern?
What influencing factors do teachers perceive as being a barrier to the implementation of ICT in their classrooms?
What support, skills and training do teachers believe that they need in order to use ICT effectively in their classrooms to enhance their own pedagogy and student achievement?
For my further learning I would like to critically analyse teachers’ beliefs, attitudes and confidence in the use of ICT in their classrooms. It would be very interesting to do this in my work place using the CBAM model to further inform the ICT management team on future action that needs to take place for the betterment of teacher pedagogy and student achievement.
References
Chauvin, C., & Evans, L. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12, 165-178.
Davis, N., Eickelmannt, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computing Assisted Learning, 29, 438-450.
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150-162.
Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory: The Turkish Online Journal Of Educational Technology, 5 (2), 14-23.
References
Chauvin, C., & Evans, L. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12, 165-178.
Davis, N., Eickelmannt, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computing Assisted Learning, 29, 438-450.
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150-162.
Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory: The Turkish Online Journal Of Educational Technology, 5 (2), 14-23.
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