Wednesday, May 6, 2020
The Implementation Of Technology Into Academic Settings
For the last 20 years, the implementation of technology into academic settings has become omnipresent. The life of a contemporary educator already comes with many new challenges that are constantly evolving, however technology presents more obstacles. Modern educators must implement technology into their instruction that is constantly changing and growing. Therefore, educators must learn and adapt to the new innovation in technology to remain relevant in their positions as instructors. While many educational settings offer training passed off as professional development, prior to top-down decisions of implementation, the teacherââ¬â¢s concerns of these changes are often not addressed. In many cases, teachers are placed in a situation that dictates change, but cannot express properly their concerns. Often the new technological changes are forced upon those who must implement the change. There are feelings of uneasiness, discontent and panic. (Srivastava, 2007) When change occ urs in this manner, there is a possibility that the implementation will not have a chance to succeed. The Concerns Based Adoption Model (CBAM) is a viable component of implementation of technology into academic settings. CBAM derives from a research development at the University of Texas at Austin in the late 1960ââ¬â¢s. (Roach, Kratochwill Frank, 2009) In order to address the adoption implementation process of innovations for teacher there are three components: Stages of Concern, Levels of Use (LoU),Show MoreRelatedEssay on Uni University and Its New Erp System674 Words à |à 3 Pagesrelationship between technology and organization in the context of knowledge work. Some famous theories, indeed, demonstrate that there are important, complex and reciprocal causal relationship between these two aspects to the extent that different type of technologies can be associated with different form of organizations (Woodward). 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