Diffusing Innovations: Adoption of Serious Educational Games by K-12 Science Teachers

Autor/inn/en	Vallett, David; Annetta, Leonard; Lamb, Richard; Bowling, Brandy
Titel	Diffusing Innovations: Adoption of Serious Educational Games by K-12 Science Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 14 (2014) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Games; Elementary School Teachers; Secondary School Teachers; Innovation; Adoption (Ideas); Mixed Methods Research; Faculty Development; Technology Integration; Technology Uses in Education; Use Studies; Teacher Attitudes; Teacher Placement; Teacher Workshops; Likert Scales; Pedagogical Content Knowledge; Educational Practices; Technology Education; Teaching Methods; Science Teachers + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ideas; Ideenfindung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Lehrerverhalten; Likert-Skala; Pädagogische Kompetenz; Bildungspraxis; Technisch-naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Science teacher; Wissenschaft
Abstract	Innovation is a term that has become widely used in education; especially as it pertains to technology infusion. Applying the corporate theory of diffusing innovation to educational practice is an innovation in itself. This mixed-methods study examined 38 teachers in a science educational gaming professional development program that provided baseline characteristics about personal technology use and post professional development workshop experiences to ascertain characteristics that align with diffusion of innovation theory and educational game development as a new innovation in current pedagogical practices. The posttest-only design tested correlation (ANOVA) between factors, following scale conversion employing Rasch modeling, using the established Ocean Explorers workshop survey to collect data. Results suggested that while none of the demographic factors were significantly correlated with participant perceptions of the workshop, participants' perceptions of the presentation of the material were strongly correlated to their perceptions of the opportunities afforded by the workshop and the level of technological pedagogical content knowledge learning that took place. Frequencies of response ranges from the survey, for each scale, were paired with qualitative data to propose a fit to Rogers' innovation adoption curve and provide a richer description of participant perceptions. Additionally, the findings from this study serve as a framework for professional development of innovative educational technologies for subsequent studies. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10