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In-service Teachers and Technology Integration: Digital Storytelling Reduces Teachers’ Management Concerns in the Concerns-Based Adoption Model (CBAM)
PROCEEDINGS

, University of Texas at Brownsville, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of the study was to compare teachers’ concerns toward computer integration before and after completing training in digital storytelling. A pre-experimental pretest-posttest one-group only research design was utilized in this study of twenty-two teachers from a school district in deep South Texas. The self-reported Stages of Concerns Questionnaire (SoCQ) used in this study addresses seven stages of concerns educators experience when asked to implement any innovation: awareness, informational, personal, management, consequence, collaboration, and refocusing. The results obtained from the study suggest that teachers’ concerns toward technology integration were statistically significantly reduced in the Management Stage and in the Refocusing Stage after receiving training in digital storytelling. A discussion of the results of the study and implications are included.

Citation

W. Butler, J. (2010). In-service Teachers and Technology Integration: Digital Storytelling Reduces Teachers’ Management Concerns in the Concerns-Based Adoption Model (CBAM). In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1210-1217). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

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