Prisoners of the cave: Can instructional technology improve education?

Adoption Analysis: an Additional Tool for Instructional Developers

“…In educational settings, for example, teachers often play the most crucial role in adopting and maintaining innovations (Fawson and Smellie, 1990). Hurly and Hlynka (1984) provide a litany of instructional products that were misused in the intended environment. A factor common to all of the misused products was 'the failure of those initiating the educational innovation to support adequately the need of the user to acquire the necessary skills, attitudes and behaviours to apply the new instructional technology or method effectively' (Hurly and Hlynka, 1984).…”

“…Hurly and Hlynka (1984) provide a litany of instructional products that were misused in the intended environment. A factor common to all of the misused products was 'the failure of those initiating the educational innovation to support adequately the need of the user to acquire the necessary skills, attitudes and behaviours to apply the new instructional technology or method effectively' (Hurly and Hlynka, 1984). Instructional developers who wish to introduce their product into an educational setting should, during the adoption analysis, determine the type and amount of support that teachers and users will need to adopt, maintain, and effectively use their product.…”

Relationships among innovativeness, attitudes, and barriers regarding the use of instructional media as perceived by teacher educators in arts education programs at Taiwan teachers colleges

“…Rationale: Nineteen research studies reported that teachers' attitudes were pos itive influenced toward their use of instructional media upon the completion of inservice training (Attar, 1986;Burke, 1986;Chinn, 1990;Delfcate, 1987;Driscoll, 1987;Duby, 1985;Eldridge, 1990;El-Hmaisat, 1985;Garland, 1990;Huang, 1990;Kabli, 1986;Kablt, 1986;Kim, 1986;Koontz, 1992;Lasher, 1971;Lindstrom, 1987;Ristow, 1987;Woolsey, 1985). Furthermore, Eleven research studies reported that teachers who were given in-service training could perceive more barriers than those were not given in-service training (Birkenhotz et al, 1989;Hamil ton et al, 1982;Hasselbring, 1991;Hershfield, 1981;Hurly and Hlynka, 1982;Laney, 1984;Leske and Persico, 1989;Schultz, 1990;Tetenbaum and Malkeen, 1984;Tickton, 1971;).…”

“…1. The lack of funding was a significant barrier to the use of instructional media (Birkenhotz et al, 1989;Birkenhotz and Stewart, 1991;Chen, 1984;Form an, 1983;Gordon, 1988;Fahy, 1991;Grant, 1990;Hamilton et al, 1982;Heathman and Kleiner, 1991;Hershfield, 1981;Homan, 1977;Hu, 1988;Hurly and Hlynka, 1982;Laney, 1984;Rose, 1982;Rosenfeld, 1986;; Tennessee Education Association, 1991).…”

“…The lack of available equipment such as hardware, software, and related materi als was a significant barrier regarding the use of instructional media (Birkenhotz and Stewart; Confederation Coll. of Applied Arts and Technology, 1989;Forman, 1982;Gordon, 1989;Hasselbring, 1991;Homan, 1977;Hu, 1988;Hurly and Hlynka, 1982;Kanny, 1990;Kwo, 1982;New York State Education Dept., 1985;Rose, 1982;Ross, 1988;Schultz, 1990;Tennessee Education Association, 1991;Tetenbaum and Mulkeen, 1984).…”