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Data collection for my dissertation study was conducted during the 2009-2010 school year. I am completing my data analysis and manuscript writing during Summer and Fall 2010 and plan to defend in November 2010.

TITLE:

Earth Science Educators’ Adoption of a Web-based Instructional Planning System

ABSTRACT:

When describing teachers’ adoption of new technology, existing conceptual models tend to focus on a single dimension, either quantitative, such as the frequency or amount of technology use, or qualitative, such as the way in which a given technology influences teachers’ instructional practices. Such one-dimensional approaches can fail to adequately describe similarities and differences in technology adoption between teachers.

In conjunction with an ongoing NSF-funded project at the Denver Public Schools district,  I conducted a year-long mixed-methods study of Grade 6 and Grade 9 Earth science teachers in the district who adopted a new Web-based instructional planning system called the Curriculum Customization Service.

I developed a novel conceptual framework for teacher technology adoption that incorporates two dimensions: a quantitative description of technology adoption and a qualitative description of technology adoption. I developed a series of case studies that described different categories of teacher technology users. Then, in conjunction with a collaborating researcher, I used analytical techniques from educational data mining to apply my novel conceptual framework to data from the study.

My findings suggest that the two-dimensional framework I developed offers useful insights for those seeking to evaluate not only ‘how much’ or ‘how frequently’ teachers adopt a new technology but also how a new technology influences instructional practices. Further, the application of data mining techniques to quantitative data, resulting in a taxonomy that is validated by the qualitative data also gathered during the study, offers a new, more efficient approach for researchers, administrators, and policy makers who seek to evaluate teacher practices.

Keywords: Educational technology, technology adoption, teacher professional development, educational data mining