Comments on: Diffusion of Innovation http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/ Digital Teaching and Scholarship Tue, 24 Nov 2009 04:28:19 +0000 http://wordpress.org/?v=wordpress-mu-1.2.4 By: to fix your credit http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-3142 to fix your credit Mon, 12 Oct 2009 18:54:06 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-3142 <strong>to fix your credit</strong> That\'s a point of view I had not considered before - thanks for sharing to fix your credit

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]]> By: Transfer Latest News | Who's Going Where? | Latest News Today http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-2643 Transfer Latest News | Who's Going Where? | Latest News Today Wed, 12 Nov 2008 16:01:10 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-2643 [...] diffusion of innovation - dr. ferster presented a predicative model of the diffusion of technology into the k-12 classroom. a better understanding of the diffusion factors would be beneficial for technology developers to assess the potential success of future … [...] […] diffusion of innovation - dr. ferster presented a predicative model of the diffusion of technology into the k-12 classroom. a better understanding of the diffusion factors would be beneficial for technology developers to assess the potential success of future … […]

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]]> By: e Occupational and Industrial Medic http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-2530 e Occupational and Industrial Medic Tue, 29 Jul 2008 06:26:39 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-2530 <strong>e Occupational and Industrial Medic</strong> [...] then our efforts will be in vain, and nobody will want us to use our creations in the future (thereby leading to our occupational demises). Our role in working to improve the diffusion of innovations is to create IT with the [...] e Occupational and Industrial Medic

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]]> By: K. Kenady http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-1588 K. Kenady Mon, 03 Mar 2008 19:30:21 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-1588 I am working on my dissertation. I have been wondering why developmental college math classes are not taught with the graphing calculator which has been shown by research to help students understand algebra at the developmental level. I am just now looking into the diffusion theory and I wonder if anyone has seen research based on diffusion innovation that specifically related to graphing calculators. Any information would be greatly appreciated. Hobartkhk@aol.com I am working on my dissertation. I have been wondering why developmental college math classes are not taught with the graphing calculator which has been shown by research to help students understand algebra at the developmental level. I am just now looking into the diffusion theory and I wonder if anyone has seen research based on diffusion innovation that specifically related to graphing calculators.

Any information would be greatly appreciated. Hobartkhk@aol.com

]]> By: Jesse Murphy http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-425 Jesse Murphy Thu, 06 Dec 2007 09:31:50 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-425 Personally, diffusion of innovations is integral in my goals. I'd like to create a database of resources for technology integration instructors. I can create as amazing a database as there ever was...but if i'm the only one looking at it, it'll be pretty useless. How do i let other people know about it? how do i get them to actually go look at it? how do i get them to use it again? How do i get them to tell more people about it? These are diffusion questions that i need to answer simply to be effective. Implementing solid diffusion/Addressing diffusion issues simply allows whatever the technology is to be judged on its merits rather than on other issues. :) j Personally, diffusion of innovations is integral in my goals. I’d like to create a database of resources for technology integration instructors. I can create as amazing a database as there ever was…but if i’m the only one looking at it, it’ll be pretty useless.

How do i let other people know about it? how do i get them to actually go look at it? how do i get them to use it again? How do i get them to tell more people about it? These are diffusion questions that i need to answer simply to be effective. Implementing solid diffusion/Addressing diffusion issues simply allows whatever the technology is to be judged on its merits rather than on other issues. :) j

]]> By: Eddie Pan http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-405 Eddie Pan Wed, 05 Dec 2007 03:50:37 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/12/01/diffusion-of-innovation/#comment-405 It's important for us to understand the diffusion of innovations because our survivability depends upon it. If we create IT without paying attention to the factors that would enable it to be adopted, then our efforts will be in vain, and nobody will want us to use our creations in the future (thereby leading to our occupational demises). Our role in working to improve the diffusion of innovations is to create IT with the factors/attributes in mind. It is hoped (although not guaranteed) that if we do so, that our products stand a much better chance of being adopted, thus leading to our own viability in the marketplace (whether commercial or intellectual). The way to combat the inertia in schools' adoption of IT is to aim for evolutionary rather than revolutionary changes (and evolutionary in baby steps at that). People are more willing to accept changes when they don't realize that this new thing is something different, or that maybe [instead] that it's very similar to something they are already doing (but yet better). This gets into the Compatibility attribute that Rogers defined (one of the five). If an innovation is so radically different, then it is less compatible with the environment into which it is entering. This idea is also related to the notion that the National Research Council (Bransford) champions: that all learning involves transfer. When teachers are trying to learn to use new IT, they need to have a high degree of transfer from previous knowledge/learning in order to achieve maximum returns (Observability of Relative Advantage -- two other attributes identified by Rogers mashed together). This also has a tie-in with TPCK, where teachers need to know how to use the innovation to teach -- which is dependent on their ability to learn the technology -- which is dependent on their level of transfer -- which is dependent on the level of compatibility of the innovation with its target environment. It's all interrelated. -Eddie It’s important for us to understand the diffusion of innovations because our survivability depends upon it. If we create IT without paying attention to the factors that would enable it to be adopted, then our efforts will be in vain, and nobody will want us to use our creations in the future (thereby leading to our occupational demises). Our role in working to improve the diffusion of innovations is to create IT with the factors/attributes in mind. It is hoped (although not guaranteed) that if we do so, that our products stand a much better chance of being adopted, thus leading to our own viability in the marketplace (whether commercial or intellectual).

The way to combat the inertia in schools’ adoption of IT is to aim for evolutionary rather than revolutionary changes (and evolutionary in baby steps at that). People are more willing to accept changes when they don’t realize that this new thing is something different, or that maybe [instead] that it’s very similar to something they are already doing (but yet better). This gets into the Compatibility attribute that Rogers defined (one of the five). If an innovation is so radically different, then it is less compatible with the environment into which it is entering. This idea is also related to the notion that the National Research Council (Bransford) champions: that all learning involves transfer. When teachers are trying to learn to use new IT, they need to have a high degree of transfer from previous knowledge/learning in order to achieve maximum returns (Observability of Relative Advantage — two other attributes identified by Rogers mashed together). This also has a tie-in with TPCK, where teachers need to know how to use the innovation to teach — which is dependent on their ability to learn the technology — which is dependent on their level of transfer — which is dependent on the level of compatibility of the innovation with its target environment. It’s all interrelated.

-Eddie

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