Dissertation/Thesis Abstract

Teachers' concerns and uses of iPads in the classroom with the concerns-based adoption model
by Stewart, Gail, Ph.D., University of North Texas, 2015, 139; 10034409
Abstract (Summary)

The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the concerns-based adoption model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the concerns-based adoption model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. CBAM was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the concerns-based adoption model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.

Indexing (document details)
Advisor: Hoyt, Mei
Commitee:
School: University of North Texas
Department: Curriculum and Instruction
School Location: United States -- Texas
Source: DAI-A 77/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design, Secondary education, Educational technology, Curriculum development
Keywords: Concerns based adoption model, High school teachers, Staff development, Teacher concerns, Technology resistance, iPads
Publication Number: 10034409
ISBN: 978-1-339-53700-9
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