In our research on teacher adoption of instructional technology over the past decade—including work with several Preparing Tomorrow's Teachers to Use Technology, National Science Foundation, and Challenge grants—we've found two fundamental limitations to traditional adoption models and several strategies that facilitate sustainable change.

The traditional models of adoption are limited in two aspects that we've found to be critical to understanding how educational systems adopt technology and develop teacher capacity:

• An educational system is not a single social system; it is a decentralized organization with embedded subsystems of teachers

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