Cognitive Playfulness and Other Characteristics of Educators Who Make Enduring Changes
Lemoyne Dunn, Texas Center for Educational Technology, United States
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Research on adoption of innovations is largely limited to the factors and barriers affecting immediate change. Little research outside the field of clinical psychology considers factors leading to enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who made an enduring change in pedagogy based on the integration of technology into the curriculum. This correlational study utilized classroom teachers from 33 school districts and one private school in North Central Texas who were first-year participants in a three-year educational technology grant program, Intel® Teach to the Future. The research design focused on how cognitive playfulness, defined by such personality factors as spontaneity, creativity, and fun, relates to a sustained high level of information technology integration in the classroom.
Dunn, L. (2004). Cognitive Playfulness and Other Characteristics of Educators Who Make Enduring Changes. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3553-3560). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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Looking for a comprehensive eLearning acceptance framework. A literature review and a tentative map.
Chiara Succi & Lorenzo Cantoni, University of Lugano, Switzerland
EdMedia + Innovate Learning 2006 (June 2006) pp. 912–919
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