Source: Journal of Digital Learning in Teacher Education, v26 n4, p140-148. Summer, 2010. (Reviewed by the Portal Team)
The purpose of this study is to examine initial concerns of faculty involved in a one-to-one laptop program in an elementary teacher credential program.
The Technology-Rich Cohort and Study Participants This study took place at a large state public university in Southern California. In August 2007, 29 students began their credential program in a technology-rich cohort program in the Department of Elementary and Bilingual Education. The program included an added emphasis on teaching and learning in a one-to-one laptop environment.
Eight instructional faculty and three field supervision faculty participated in this study.
The primary tool for data collection for this study was the Stages of Concern Questionnaire (SOCQ) from the Concerns-Based Adoption Model (CBAM) of change (Hall & Hord, 2006).
The SOCQ is a tool for understanding change from the perceptions of those involved with innovation adoption (Hall & Hord, 2006).
Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied.
The data pointed to three major implications: faculty readiness, faculty preparation, and faculty differences.
The information gathered during the readiness phase can help a change agent uncover any hidden issues that might deter faculty from embracing the innovation.
In this department, misconceptions from faculty participants and nonparticipants who had awareness of the laptop cohort included the idea that the students would be following a different curriculum. Additionally, allowing time for involved (or potential) faculty to discuss concerns prior to the start of the experience would provide insight into the differences the faculty share.
As a result, those who are not ready to be part of the technology innovation could be identified. Appropriate professional development could address concerns and misconceptions and allow time for the late adopters to become more comfortable with the innovation.
Preparation of faculty participants before the experience begins is crucial. This study indicates that faculty who met with the cohort leader to discuss the program at the beginning of the semester and were interested in collaboration had lower-level Personal concerns than faculty who indicated little desire to collaborate.
The key element of this preparation is to provide faculty with as much information about the program as possible, but more important, to guarantee support during the implementation process. The more preparation faculty have, the more likely they will be able to focus on Impact (how can innovation implementation be advanced) rather than Self concerns (how will the innovation affect what I need to do).
In this study, the authors found individual differences, but also differences based on roles and responsibilities within the cohort.
These individual differences highlight the importance of focusing on individual concerns in addition to whole-group concerns. Focusing on individual concerns rather than the group profile, may help to identify reoccurring issues that faculty teaching courses and faculty supervising the teacher candidates might have.
Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes
(2nd ed.). Boston: Allyn and Bacon.