Managing Technology and Change in U. S. Public High Schools: A Concerns-Based Adoption Model Approach
Scott Slough, Texas A&M University, United States ; Jeffrey Hall, Mercer University, United States ; Gregory Chamblee, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper combines the perspectives from multiple studies in mathematics and science classrooms and mathematics and science teacher professional development in U. S. public schools. These studies represented multiple technologies as innovations in education: telecommunications in high school science classrooms in the mid 1990s (Slough, 1998), graphing calculators to integrate high school mathematics and science in 2002-2004 (Slough, Chamblee, & Wunsch, 2003, 2004), and Interactive White Boards (IWB) in high school mathematics classrooms in 2008-2010 (Hall & Chamblee, 2009, 2010; Hall 2010). Across these studies, it has become apparent that technology presents a major concern for teachers and thus has profound implications for how they manage the ever changing roles of technology within the complex milieu of teaching and learning mathematics and science.
Slough, S., Hall, J. & Chamblee, G. (2011). Managing Technology and Change in U. S. Public High Schools: A Concerns-Based Adoption Model Approach. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4063-4067). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).