Diffusion of ICT Innovation in Science Education

Abstract

In this chapter, the authors first discuss how Roger’s theory of innovation diffusion can be incorporated into ICTs in formal and informal learning and teaching environments. The authors begin by presenting the use of ICT in education in general terms, then they introduce Rogers’ diffusion of innovation (DoI) theory and the related literature. This is followed by a description of a project which explored the relationship between some characteristics of primary science teachers and their attitudes toward the use of ICT in education. A national project was funded by the Scientific and Technological Research Council of Turkey (TÜBITAK), and Ege University, Science and Technology Application and Research Center. The last section involves a discussion of the diffusion of technological innovations into science education in the light of Rogers’ DoI theory.

Training, attitude, use and impact of Web 2.0 in higher education: scale validation / Formación, actitud, uso e impacto de la Web 2.0 en educación superior: validación de una escala

“…According to the reference model, the hypotheses advanced are as follows: Hypothesis 1 (H 1 ): Training in Web 2.0 has a direct influence on teachers’ attitudes to the use of and impact of Web 2.0 in education (Colás & Jiménez, 2008; Hinojo & Fernández Martín, 2002; Ruiz et al, 2010). Hypothesis 2 (H 2 ): Attitudes toward Web 2.0 predict uses of it as well as its impact on teaching-learning processes (Boza et al, 2010; Cavas et al, 2009; Fuentes, Ortega, & Lorenzo, 2005; Marquès, 2000; Sipilä, 2010; Valdés, Arreola, Angulo, Carlos, & García, 2011). Hypothesis 3 (H 3 ): The use of Web 2.0 has a direct influence on its impact on teaching-learning processes (Aguaded, Pérez, & Fandos, 2010; Area, 2010; Boza et al, 2009; Cebrián de la Serna et al, 2007; Pérez & Sola, 2007).…”

“…Hypothesis 2 (H 2 ): Attitudes toward Web 2.0 predict uses of it as well as its impact on teaching-learning processes (Boza et al, 2010; Cavas et al, 2009; Fuentes, Ortega, & Lorenzo, 2005; Marquès, 2000; Sipilä, 2010; Valdés, Arreola, Angulo, Carlos, & García, 2011).…”

“…Algunos de los estudios realizados confirman la influencia que determinadas actitudes y percepciones, por parte del profesorado, ejerce sobre los procesos de innovación mediante TIC (Van Braak, 2001). Cavas, Cavas, Karaoglan, & Kisla (2009) mantienen que las actitudes por parte de los profesores hacia las TIC determinarán su integración, llevándose a cabo prácticas de enseñanza de manera positiva o negativa.…”

“…Según el modelo de referencia, las hipótesis que se plantean son las siguientes: Hipótesis 1 (H 1 ): La formación en Web 2.0 tiene influencia directa sobre la actitud del profesorado ante, el uso de y el impacto de la Web 2.0 en la educación (Colás & Jiménez, 2008; Hinojo & Fernández Martín, 2002; Ruiz et al, 2010). Hipótesis 2 (H 2 ): La actitud ante la Web 2.0 pronostica el uso que se haga de la misma, así como el impacto causado por ésta en los procesos de enseñanza-aprendizaje (Boza et al, 2010; Cavas et al, 2009; Fuentes, Ortega, & Lorenzo, 2005; Marquès, 2000; Sipilä, 2010; Valdés, Arreola, Angulo, Carlos, & García, 2011). Hipótesis 3 (H 3 ): El uso de la Web 2.0 tiene una influencia directa sobre el impacto en los procesos de enseñanza aprendizaje (Aguaded, Pérez, & Fandos, 2010; Area, 2010; Boza et al, 2009; Cebrián de la Serna et al, 2007; Pérez & Sola, 2007). …”

“…Some of the studies confirm the influence that certain attitudes and perceptions held by teachers have on processes of innovation using ICT (Van Braak, 2001). Cavas, Cavas, Karaoglan, and Kisla (2009) suggest that teachers’ attitudes towards ICT determine how it is integrated, with teaching practices being carried out either positively or negatively.…”