Inquiry into Mediated Action: The Implementation of an Innovation Cluster
Art Schneiderheinze, University of Missouri at Columbia, United States ; Donna Russell, University of Missouri - St. Louis, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to describe how four teachers in four different cities in Missouri implemented an innovation cluster that paired an emerging technology with a unit design framework. The motivating question for the study originated from prior research on teacher adoption of technology innovations in the classroom and principles of constructivist learning. Using a multiple case study research method, the researchers collected and analyzed data to (1) describe how the teachers designed the unit while participating in online collaborative professional development and (2) identify issues that arose as the teachers implemented the unit over a four-week period. Findings in the study suggest that teachers develop favorable and unfavorable opinions about the innovation cluster in terms of their initial motives for acquiring the innovation, problem-solving strategies for resolving issues related to the school environment, and prior conceptions about teaching and learning.
Schneiderheinze, A. & Russell, D. (2003). Inquiry into Mediated Action: The Implementation of an Innovation Cluster. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1081-1088). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).