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    Jan 19B Edtech Presentation - Juanzo

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    Arnel B. Presto
    The document discusses models of technology adoption in education. It presents Hooper and Rieber's model of adoption for idea and product technologies, which includes five phases: familiarization, utilization, integration, reorientation, and evolution. It also discusses Rogers' innovation-decision process model and models by Gladhart, Russell, and Toledo. The document aims to explain models of technology adoption, propose a model for adoption, and highlight the role of educational technology in teaching and learning.

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    Jan 19B Edtech Presentation - Juanzo

    Uploaded by

    Arnel B. Presto
    51 views13 pages
    The document discusses models of technology adoption in education. It presents Hooper and Rieber's model of adoption for idea and product technologies, which includes five phases: familiarization, utilization, integration, reorientation, and evolution. It also discusses Rogers' innovation-decision process model and models by Gladhart, Russell, and Toledo. The document aims to explain models of technology adoption, propose a model for adoption, and highlight the role of educational technology in teaching and learning.

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    JAN-19B-EDTECH-PRESENTATION_JUANZO

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    The document discusses models of technology adoption in education. It presents Hooper and Rieber's model of adoption for idea and product technologies, which includes five phases: familiarization, utilization, integration, reorientation, and evolution. It also discusses Rogers' innovation-decision process model and models by Gladhart, Russell, and Toledo. The document aims to explain models of technology adoption, propose a model for adoption, and highlight the role of educational technology in teaching and learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    51 views13 pages

    Jan 19B Edtech Presentation - Juanzo

    Uploaded by

    Arnel B. Presto
    The document discusses models of technology adoption in education. It presents Hooper and Rieber's model of adoption for idea and product technologies, which includes five phases: familiarization, utilization, integration, reorientation, and evolution. It also discusses Rogers' innovation-decision process model and models by Gladhart, Russell, and Toledo. The document aims to explain models of technology adoption, propose a model for adoption, and highlight the role of educational technology in teaching and learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 13

    EDUCATION

    TECHNOLOGY
    OBJECTIVES
    At the end of this chapter, we should be able to:

    1. Explain models of technology adoption.


    2. Propose a model for technology adoption.
    3. Highlight the pivotal role of educational technology in the
    teaching and learning process.
    MODELS OF TECHNOLOGY
    ADOPTION
    HOW HAS THE
    ROLE OF
    TECHNOLOGY
    CHANGED?
    HOW MAY
    TECHNOLOGY BE
    ADOPTED IN THE
    CLASSROOM?
    HAS THE ROLE OF
    TEACHERS CHANGED,
    TOO, AS A RESULT OF
    TECHNOLOGY
    INNOVATION? HOW?
    MODELS OF TECHNOLOGY
    ADOPTION THAT MAY BE
    EMPLOYED IN THE CLASSROOM
    EVOLUTION
    The contemporary perspective
    of educational technology
    focuses on a learner’s active
    construction of knowledge
    and can reach all the way to
    REORIENTATION the Evolution phase

    INTEGRATION

    The traditional perspective


    of educational technology
    focuses on either the
    UTILIZATION
    technology itself or a
    teacher’s instruction and is
    limited to the first three
    phases Figure 1. A model of adoption of both
    FAMILIARIZATION “idea” and “product” technologies in
    education (Hooper and Rieber, 1997)
    The phase where the educational system as a whole and
    EVOLUTION educational technology in particular involves or changes to
    become relevant and effective

    The phase where the teacher rethinks about and reflects on


    their instruction practices and the purpose of the classroom
    REORIENTATION and channel their attention from teacher-centered learning to
    student-centered learning

    The conscious and constant use of technology in the


    INTEGRATION classroom and that absence of it would deter and impede
    instruction

    The stage where the teacher tries out the technology in the
    UTILIZATION classroom

    FAMILIARIZATION The teacher’s initial encounter with technology


    WILL TECHNOLOGY
    BE MISUSED IF ONE
    OF THE FIVE STAGES
    IN THE MODEL IS
    SKIPPED? WHY OR
    WHY NOT?
    OTHER MODEL OF TECHNOLOGY
    ADOPTION as summarized by Toledo (2005)
    ROGERS (1995) GLADHART (2001) ADOPTION RUSSELL (1996)
    STAGE INNOVATION-DECISION RUBRIC FOR COMPUTER LEARNING TO USE
    PROCESS TECHNOLOGY INTEGRATION TECHNOLOGY
    1 Knowledge Entry Awareness
    2 Persuasion Adoption Learning the process
    3 Decision Adaptation Understanding and
    application of the
    process
    4 Implementation Appropriation Adaptation to new
    contexts
    5 Orientation Invention Familiarity and
    Confidence
    6 Creative application to
    new contexts
    • Evidence of the integration of standards proficiencies for students indicated
    SYSTEM-WIDE • Computer technology being imbedded into each of the teacher education
    courses
    INTEGRATION • Faculty and students enthusiasm for integration increases
    • Further movement in the department toward providing the needed education
    technology hardware, software, and systematic training for faculty success in
    computer technology integration
    EXPANSION • Strengthening of the relationships between the support personnel and the
    faculty
    • Presence of these relationships produce positive impact on the faculty levels of
    use and integration
    • Schools, college, and Department of Education begin to complete tasks that
    enable them to infuse computer technology throughout the curriculum
    DEVELOPMENT - acquisition of technical resources such as computers for faculty,
    computer laboratories
    - hiring of education technology faculty and specialists
    - planning and implementation of new faculty development programs
    • Change in support of leadership at the university, school, and/or departmental
    levels
    TRANSITION • Increased interest and vision for the use and integration of computer
    technology filters down to the teacher educators
    • Requirements of technology standards produces shift

    • Lack of university leadership


    PRE- • Few faculty using computer technology
    • Stand-alone classes offered to meet credentialing requirements
    INTEGRATION • Lack of infrastructure to provide funding, support, and resources
    END ☺
    THANK YOU FOR
    LISTENING AND FOR
    YOUR ACTIVE
    PARTICIPATION

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