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Brett E. Shelton |
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College of Education, University of Washington |
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May 4, 2001 |
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bshelton@u.washington.edu |
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© 2001 Brett E. Shelton |
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Learning to teach with technology |
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Practical and increasingly common |
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Facilitate technology into educational practice |
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Convenient and meaningful transition |
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The Goal:
to examine the factors that affect the adoption of a technological
tool into existing teaching practice |
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The educators: Helpline Volunteers |
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The technological tool: the Arthritis Source website |
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Callers |
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From various geographical locations |
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Want information regarding arthritis issues |
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Surgery |
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Pain management |
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Doctor-patient relationships |
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Disease prognosis |
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Medications |
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Volunteers |
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Field questions from callers about
arthritis-related issues, often anticipating their needs |
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Mail information in the form of brochures and
articles |
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Stay abreast of new diagnoses and treatments |
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Offer emotional support and personal histories |
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Not an event, destination, or threshold |
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Based on the introduction of something
presumably helpful |
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Technology adoption studies |
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Involve product design and usability testing
(e.g. Nielsen, 2000; Norman, 1988) |
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Are often driven by software and hardware
development |
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Grounded studies involving |
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People and their use of technological artifacts (e.g.
Bannon & Bodker, 1991; Blomberg, Suchman, & Trigg, 1997; Kling,
1999) |
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Workplace environment and social interaction (e.g.
Engstrom, 1990; Gasser, 1986; Norman, 1991) |
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In an historical context, technology has |
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Received eras of strong support for classroom
integration since the 1920s (Cuban, 1986) |
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Not reformed education simply due to its
existence (Noble, 1999) |
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Followed computer delivery and introduction |
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Gathered data through |
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Participant observations in the Helpline offices |
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Semi-structured audiotaped interviews |
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Presumed that the Arthritis Source can help by |
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Educating the volunteers |
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Providing them with an additional resource |
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Question:
What factors may affect a particular group of educators adopt a
potentially valuable Internet tool into an existing instructional
environment? |
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Data summaries and transcripts |
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Coding within Atlas |
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Followed with summaries around |
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Means |
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Motive |
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Opportunity |
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Marge |
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Used Arthritis Source on many occasions |
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Highly motivated to learn about new arthritis
issues |
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Openly encourages other volunteers to use the
tool |
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Nelson |
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Infrequent but periodic uses of the Arthritis
Source |
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No records of him recommending the tool to
callers |
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High levels of computer and Internet experience |
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Ralph |
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Little Arthritis Source use (began e-mail) |
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No records of him recommending the tool to
callers |
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Comfortable with his existing practice |
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Apprehensive about Internet technology |
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All subjects experienced |
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Different physical, environmental, and cognitive
means |
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Varying levels of motive in learning and
satisfaction |
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Varying amounts of opportunity prompts |
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Difficulty in recognizing opportunities |
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Novices may feel intimidated by |
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Unfamiliarity of new elements |
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Making irrevocable mistakes |
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Lack of training and/or references can strongly
influence even the most motivated individuals |
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Providing direct examples for the benefits of
using a new tool is beneficial along with patience for “full integration”
to happen |
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“Member check” follow-up (Lincoln & Guba,
1985) |
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Phone Interviews with Marge, Nelson, and Ralph |
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Focus group with all volunteers |
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Provide an opportunity for the volunteers to
reflect on my data and claims |
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Finding the way to overcome obstacles that lead
to effective technology integration |
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Focus on patterns to create parameters for
adoption on an individual basis |
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Benefits teaching/working environments utilizing
technology in its most effective form |
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Notes