A Proposed Framework for Educational Innovation Dissemination

Hazen, Benjamin T.; Wu, Yun; Sankar, Chetan S.; Jones‐Farmer, L. Allison

doi:10.2190/et.40.3.f

Cited by 22 publications

(20 citation statements)

References 61 publications

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“…Following the advice of Williams et al (2009), it also avoids the popular yet parsimonious TAM and draws upon IDT and UTAUT to examine acceptance within the surprisingly underexplored area of a UK HE faculty context. This study also answers calls for more detailed, qualitative acceptance investigations (Hazen et al 2012;Williams et al 2009), which allows for the identification of new factors and categories that could complement existing acceptance and BYOD research.…”

Section: Academic Acceptance Of Byodmentioning

confidence: 67%

“…Indeed, such generalisations have been contested within the acceptance literature itself (Thomas, Singh, and Kemuel 2013), and the numerous models and determinants are perhaps indicative of the difficulties generalising the complexities, vagaries and occasionally irrational perspectives of individuals across a range of diverse contexts. With this in mind and the dominance of quantitative approaches, it is perhaps unsurprising that within the acceptance field there have been calls for more qualitative studies to be undertaken (Hazen et al 2012;Williams et al 2009).…”

Section: Technology Acceptance Theoriesmentioning

confidence: 99%

“…IDT is a mature theoretical framework developed since the 1960s and grounded in the reference discipline of sociology (Hazen et al 2012). It is both an exploratory theory designed to help researchers investigate the process of acceptance over time, as well as an instructional theory promising practitioners who employ it, insights into how to speed up or slow down the rate of innovation diffusion.…”

Section: Technology Acceptance Theoriesmentioning

confidence: 99%

See 2 more Smart Citations

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Gillies

2016

Research in Learning Technology

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This article reports on factors affecting local academic acceptance of bring your own devices (BYOD). A review of the literature revealed a paucity of studies that have explored the complex factors that affect academic use and intention to use mobile devices in the classroom, with even less exploring truly ubiquitous and varied personal devices as opposed to supplied institutional or research study sets. A detailed qualitative investigation with 14 academics was undertaken, drawing upon and aiming to compliment mature acceptance research. Firstly by employing a focus group to identify initial psychological factors and the relevance of acceptance theories to the local context. Then, secondly by using in-depth semi-structured interviews, shaped by acceptance categories, to identify a breadth of psychological factors affecting faculty use and intention to use BYOD. This small-scale study found clear distinctions in local academic perceptions of BYOD compared with faculty devices and reported a range of factors that appeared to distinctly affect local academic acceptance of BYOD.

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Section: Academic Acceptance Of Byodmentioning

confidence: 67%

Section: Technology Acceptance Theoriesmentioning

confidence: 99%

Section: Technology Acceptance Theoriesmentioning

confidence: 99%

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To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Gillies

2016

Research in Learning Technology

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“…Developers used the language the framework provided but not its emphasis on planning, leading to revisions of the framework. Other researchers have conducted literature reviews and studies with grant recipients to explore what leads to successful dissemination (Bourrie et al 2014;Hazen et al 2012). These studies find that the interplay between factors such as the innovation itself and potential adopters is complex, and confirm that the process is consistent with Rogers' (2003) ideas.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of well-propagated teaching innovations in undergraduate STEM

et al. 2017

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Background: The undergraduate science, technology, engineering, and mathematics (STEM) education community has developed a large number of innovative teaching strategies and materials, but the majority of these go unused by instructors. To help understand how to improve adoption of evidence-based education innovations, this study focuses on innovations that have become widely used in college-level STEM instruction. Innovations were identified via a questionnaire emailed to experts in STEM instruction. Descriptions of identified innovations were validated by preparing brief descriptions of each innovation and sending them to the original developers, when applicable, for feedback, and searching relevant literature. Publicly available funding data was collected for each innovation. STEM disciplines surveyed include biology, chemistry, computer science, engineering, geoscience, mathematics, and physics. Results: The 43 innovations identified were categorized based on two criteria: level of specificity (general, recognizable, branded) and type of change (pedagogical, content, both, neither). The 21 branded innovations were analyzed in more detail. The majority (14/21) require relatively modest changes in pedagogy and no changes in content. In addition, nearly all have received at least 3 million dollars in external funding over at least 10 years. Conclusions: This paper presents the full list of instructional innovations produced, which can be used by educational innovation developers to understand how their ideas fit within the broader landscape and to identify innovations in one discipline that may have promise for transfer. The findings regarding funding of the branded innovations have important implications for both educational innovation developers and funding agencies. In particular, the study indicates that a long-term mindset and access to long-term funding are vital for broad adoption of new teaching innovations.

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“…Having said that, the literature suggested (Hazen et al, 2012;OECD, 2004) that there is difficulty in taking an innovation from one context and transplanting it into another. That is, the factors and contextual characteristics influencing the success of an innovation may not be able to be generalised.…”

Section: Diffusing Innovationmentioning

confidence: 99%

Interrogating Contemporary Research in Educational Innovation

Redmond¹,

Lock²,

Danaher³

Educational Innovations and Contemporary Technologies

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Current educational research, policy-making and practice need to develop and sustain a rigorous understanding of and a careful attentiveness to multiple approaches to conceptualising and implementing effective educational technology innovation. This is required because it is important to avoid ossifying and standardising more traditional educational approaches and to renew and refresh those traditional approaches. This chapter presents a theoretically informed interrogation of a range of contemporary scholarship related to educational innovations with technology. In particular, the interrogation explores major issues related to establishing innovative practices. In particular, we elaborate the issues of policy, measurement, sustainability and diffusion of educational innovation. The final section of the chapter outlines the structure of the book.

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A Proposed Framework for Educational Innovation Dissemination

Cited by 22 publications

References 61 publications

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Characteristics of well-propagated teaching innovations in undergraduate STEM

Interrogating Contemporary Research in Educational Innovation

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