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ERIC Number: ED386171
Record Type: RIE
Publication Date: 1995
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Transitional Model for the Introduction of Technology.
Terrell, Steven R.; And Others
There are many reasons for teachers' resistance to innovation in the classroom through computer use. This resistance can be categorized into one of several broad-based themes: resistance to organizational change; resistance to outside intervention; time management problems; lack of support from the administration; teachers' perceptions; or personal and psychological factors. Ronald Havelock (1973) has recognized that innovations, regardless of degree, run the risk of being resisted or rejected in the school environment. He suggests that change agents become aware of the six phases that teachers must go through prior to acceptance: awareness, interest, evaluation, trial, adoption, and integration. In response to problems that may arise in this linear model for the implementation of change, the six steps can be broken down into three phases: involvement, investment, and incorporation, all of which are explored in detail. These phases support a process whereby attention can be paid concurrently to one or more steps instead of one large cycle of single linear steps. It is important to understand what is going on in each of these steps, not only in terms of what they suggest, but also in terms of what is being observed in the school system today. It is concluded that perhaps it is time to restructure the entire learning process and try to solve today's educational problems by changing the teacher's role, accepting a new philosophy towards pedagogy, adopting the tools available today, and making thoughtful decisions about the appropriate use of technology in the classroom. Two figures illustrate the models of integration of change. (Contains 15 references.) (MAS)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A