Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/942
Title: More Than Just Plain Old Technology Adoption: Understanding Variations in Teachers’ Use of an Online Planning Tool
Authors: Leary, Heather
Lee, Victor R.
Recker, Mimi
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Leary, H., Lee, V. R., & Recker, M. (2014). More Than Just Plain Old Technology Adoption: Understanding Variations in Teachers’ Use of an Online Planning Tool. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 110-117.
Abstract: This paper examines variability in teachers' usage patterns as they interacted with an online teacher support tool, the Curriculum Customization Service (CCS), as part of their professional work. The CCS is a web application that supports teachers in planning, adapting, sequencing, and enacting differentiated instruction in Earth science education. By mining the usage log files of over 40 teachers who used the CCS over a yearlong period, we analyzed for variability using a framework developed in marketing research to characterize appropriation of technology. This analysis helped reveal different kinds of teachers' patterns along two dimensions: frequency and variability of use. We then turned to qualitative records of teachers' experiences during the year to better understand why those variations appeared. Focusing on the experiences of several teachers, we distilled "contextual contingencies" that influenced how they chose to appropriate and use the CCS.
URI: https://doi.dx.org/10.22318/icls2014.110
https://repository.isls.org//handle/1/942
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
110-117.pdf414.72 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.