Unit 3 Diffusion of Innovation
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Unit 3 Diffusion of Innovation






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Unit 3 Diffusion of Innovation Presentation Transcript

  • 1. Roxann M. Grover
    Miriam P. Rodríguez
    Gwendolyn J. Simmons
    Diffusion of InnovationSunshine Elementary
  • 2. Diffusion is the process by which an “innovation is communicated through certain channels over time among the members of a social system” (Brown, 1999, para. 11)
    In addition, an innovation is an object, an idea, or practice that is perceived as “new by an individual or other unit of adoption.”
    Therefore, the diffusion of innovation theory explains how technology and new ideas spread throughout a culture.
    What is Diffusion of Innovation?
  • 3. Elements of DOI
    The four main elements in the diffusion of new ideas are:
    Communication Channel
    The Social System
    (Brown, 1999, para. 8)
  • 4. According to the AECT Standards, the “ultimate goal of [an innovation] is to bring about change” (AECT).  The process associated with the theory is referred to as Innovation Decision Process (IDP). According to Surry, IDP has five distinct stages: Knowledge, Persuasion, Decision, Implementation, and Confirmation (1997, para. 9).
    Additionally, AECT describes four stages: Awareness, Interest, Trial, and Adoption.
    The stages for IDP and AECT overlap.
    AECT Standards and Innovation
  • 5. AECT’s IDP Stages
    The stages in IDP according to Surry and the AECT:
    Surry’s IDP Stages
  • 6. Diffusion of Innovation
    Rooted in theory, effective diffusion of new information leads to successful implementation of Instructional Design and Technology.
  • 7. IDT & IDP
    The goal of Instructional Design and Technology (IDT) is to create a connection between the information its audience.
    By employing the Diffusion of Innovation theory, IDT specialists use the Innovation Decision Process (IDP).
    The IDP is used to inform about new technology that might be implemented, to persuade the potential users of the positive impacts employing such technology will have, and IDP helps guide the decision making process for implementation through mock trials, simulations, or small scale implementation.
  • 8. Sunshine Elementary is located in Pasadena, Texas and currently employs twenty-two teachers.
    Case Study Background Information:
  • 9. Institutional Mission
    “The mission of Pasadena ISD [and Sunshine Elem.], the gateway to unlimited opportunity for the youth of our culturally rich community, is to empower students to become accomplished, self-directed, and collaborative citizen-scholars who boldly contribute to an increasingly complex and evolving world by engaging in rigorous curriculum, relevant experiences, and positive relationships while embracing the uniqueness of each individual” (Pasadena Independent School District, n.d., para. 1).
  • 10. Sunshine Elementary
    Many new teachers are employed at Sunshine Elem.
    New and experienced teachers are having a difficult time integrating technology into elementary classrooms.
    Workshops and online training modules are ineffective in preparing teachers to utilize innovation.
  • 11. Instructional Design & Technology Specialists are turning to Diffusion of Innovation theory to find an effective method of introducing new technologies to teachers at Sunshine Elementary.
    Sunshine Elementary is dedicated to providing the necessary support to its teachers in order to meet their technology related training needs.
    Sunshine Elementary
  • 12. Specific Problem
    The specific problem at Sunshine Elementary is caused by circumstances where a new work force of teachers is not properly trained on all the available technology and software.
  • 13. Teachers are sent to workshops and enrolled in online training.
    A technology committee exists.
    A tech liaison offers open lab time after school.
    Current Strategy
  • 14. Future Strategy
    The technology committee will meet more frequently and address specific questions.
    Open lab will be concentrated into specific training sessions about various software and technology.
  • 15. Alternatives
    Since busy schedules prevent teachers from utilizing online training modules, they could be completed at home.
    A district representative could provide additional training.
    Communication could make teachers more aware of existing training, and cast new training and technology in a positive light.
    The need for correct utilization of the available media resources would help teachers in overall classroom performance.
  • 16. Conclusion
    Through effective Instructional Design and Technology the Diffusion of Innovation theory can be a powerful tool to help target audiences develop a positive outlook on the utilization of media.
    At Sunshine Elem, Diffusion of Innovation model will be used to help teachers become aware of new ways of facilitating learning.
    Teachers will be able to make better informed decisions regarding integration of technology into their classrooms.
  • 17. References
    Association for Educational Communications and Technology. (AECT). (2001). 7. What are the initial standards? Retrieved from http://www.aect.org/standards/initstand.html
    Brown, K. M. (1999). Diffusion of innovations. Retrieved from http://hsc.usf.edu/~kmbrown/Diffusion_of_Innovation_Overview.htm
    Pasadena Independent School District. (n. d.) In Pasadena Independent School District. Retrieved fromhttp://www1.pasadenaisd.org/education/components/scrapbook/default.php?sectionid=1
    Rogers, E. M. (2003). Diffusion of innovations (5th ed). New York, NY: Free Press.
    Surry, D. W. (1997). Diffusion theory and instructional technology. Retrieved from http://www2.gsu.edu/~wwwitr/docs/diffusion