Michelle Santos     EDIT 556
What is CBAM? Stands for Concerns-Based Adoption Model Based on work done by F.F. Fuller An instrumental tool that indi...
Key Tools 3 tools to collect data: Stages of Concern (SoC)                         Levels of Use (LoU)                   ...
SoC Questionnaire Assesses the 7 Stages of Concern: Awareness         (stage 0) Informational     (stage 1) Personal     ...
LoU Tool Assesses how teachers are actually using the innovations (Levels of Use). The following 8 LoU have been propose...
IC Tool Stands for Innovations Configurations. Used to identify the patterns of innovations that happen when different t...
Application Concerns-Based Adoption Model (CBAM) has been used extensively in educational settings. Stages of Concerns Q...
Online Resources Official Concerns-Based Adoption Model site http://www.cbam.org/index.html Southwest Educational Develo...
ReferencesChristou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers concerns regarding the adoption of a new ma...
References continuedDobbs, R. (2004). Impact of training on faculty and administrators in an interactive television enviro...
References continuedWilliams, M.K. & Foulger, T.S. (2007). Filling the gap with technology innovations: Standards, curricu...
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ETPD Assignment

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Educational Technology Professional Development (ETPD) assignment, option 2

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ETPD Assignment

  1. 1. Michelle Santos EDIT 556
  2. 2. What is CBAM? Stands for Concerns-Based Adoption Model Based on work done by F.F. Fuller An instrumental tool that individuals and groups can use to evaluate an innovation and how they feel about its use in their work
  3. 3. Key Tools 3 tools to collect data: Stages of Concern (SoC) Levels of Use (LoU) Innovations Configurations (IC) Key tool is the SoC questionnaire which measures the teacher’s concerns about an innovation.
  4. 4. SoC Questionnaire Assesses the 7 Stages of Concern: Awareness (stage 0) Informational (stage 1) Personal (stage 2) Management (stage 3) Consequences (stage 4) Collaboration (stage 5) Refocusing (stage 6)
  5. 5. LoU Tool Assesses how teachers are actually using the innovations (Levels of Use). The following 8 LoU have been proposed: non-use mechanical integration orientation routine renewal preparation refinement Obtained through observations, conversations, and interviews with teachers.
  6. 6. IC Tool Stands for Innovations Configurations. Used to identify the patterns of innovations that happen when different teachers implement these innovations in their classrooms.
  7. 7. Application Concerns-Based Adoption Model (CBAM) has been used extensively in educational settings. Stages of Concerns Questionnaire tool (SoCQ) also utilized in terms of measuring teachers’ concerns, such as curricular reform.
  8. 8. Online Resources Official Concerns-Based Adoption Model site http://www.cbam.org/index.html Southwest Educational Development Laboratory informative videos and resources for tools and training http://www.sedl.org/cbam/
  9. 9. ReferencesChristou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics, 57(2), 157-176.Davis, N.E. & Roblyer, M.D. (2005). Preparing teachers for the "schools that technology built": Evaluation of a program to train teachers for virtual schooling. Journal of Research on Technology in Education, 37(4), 399- 409.
  10. 10. References continuedDobbs, R. (2004). Impact of training on faculty and administrators in an interactive television environment. Quarterly Review of Distance Education, 5(3), 183-194.Overbaugh, R. & Lu, R. (2008-2009). The impact of a federally funded grant on a professional development program: Teachers stages of concern toward technology integration. Journal of Computing in Teacher Education, 25(2), 45-55.
  11. 11. References continuedWilliams, M.K. & Foulger, T.S. (2007). Filling the gap with technology innovations: Standards, curriculum, collaboration, success! Journal of Computing in Teacher Education, 23(3), 107-114.

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