1. GROUP 1

2. TOPICS:
• Models of Technology Adoption
8/25/2022 Models in Technology Adoption 2
• Traditional and Contemporary
Role of Technology in Education

3. 8/25/2022 PRESENTATION TITLE 3
Models in Technology
Adoption

4. 8/25/2022 PRESENTATION TITLE 4

5. 8/25/2022 PRESENTATION TITLE 5

6. Familiarization
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refers to teacher’s initial encounter
with technology. Teachers would have
their first experience with technology
through pre-service and in- service
trainings they have attended.

7. Utilization
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refers to the stage where teacher try
out the technology in the classroom.
This however, may result in either
continued use of technology or
departure from it.

8. Integration
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refers to the conscious and constant
use of technology in the classroom
and that absence of it would deter or
impede instruction.

9. Reorientation
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is the phase where teachers rethink
about and reflect on their classroom
practices and the purpose of the
classroom and channel their attention
from teacher-centered learning to
student-centered learning.

10. Evolution
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refers to the phase where the
educational system as a whole and
educational technology in particular
evolves or changes for it to become
relevant and effective.

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Toledo (2005) also proposed his own
model for technology adoption based
on an empirical investigation. This
model is presented below.

12. 8/25/2022 PRESENTATION TITLE 12
STAGE CHARACTERISTICS, TASKS, ACTIONS
Pre-
integration
 lack of university leadership
 few faculty using computer technology
 stand- alone classes offered to meet
credentialing requirements
 lack of infrastructure to provide funding,
support, and resources.

13. 8/25/2022 PRESENTATION TITLE 13
STAGE CHARACTERISTICS, TASKS, ACTIONS
Transition  change in support of leadership at the university,
school, and/or departmental levels
 increased interest and vision for the use and
integration of computer technology filters down
to the teacher educators
 requirements of technology standards produces
shift

14. 8/25/2022 PRESENTATION TITLE 14
STAGE CHARACTERISTICS, TASKS, ACTIONS
Development
 schools, colleges, and departments of education begin
to complete tasks that enable them to infuse computer
technology throughout the curriculum.
- Acquisition of technical resources such as computers for
faculty, computer laboratories.
- Hiring of education technology faculty and specialists
- Planning and implementation of new faculty
development programs

15. 8/25/2022 PRESENTATION TITLE 15
STAGE CHARACTERISTICS, TASKS, ACTIONS
Expansion
 Further movement in the department toward providing the needed
education technology hardware, software, and systematic training
for faculty success in computer technology integration.
 Strengthening of the relationships between the support personnel
and the faculty.
 Presence of these relationships produce positive impact on the
faculty levels of use and integration.
 Creation of an environment in which faculty are encouraged to risk
trying new technologies and methologies

16. 8/25/2022 PRESENTATION TITLE 16
STAGE CHARACTERISTICS, TASKS, ACTIONS
System-wide
integration
 Evidence of the integration of standards
proficiencies for students indicated
 Computer technology being imbedded into each
of the teacher education courses
 Faculty and students enthusiasm for integration
increases

17. 4 Emerging Models Pushing
Tech Adoption in the Classroom
by Fishtree (2016)
Two-thirds of American students end up leaving school unprepared for
college or a career, according to the 2016 Nation’s Report Card.[1] With the
rising pressure to improve student outcomes, K-12 educators are turning to a
number of new instructional technologies and models to personalize and
enrich classroom learning. Read about four key trends that are accelerating
the integration of new technologies in the classroom.
8/25/2022 PRESENTATION TITLE 17

18. Online Learning
There are many reasons for high schools and colleges to
create ad hoc online courses and programs. In some cases,
educators have chosen to experiment with this format simply
to gather better analytics with online tools that could better
inform future course development. However, teachers and
faculty still have some skepticism about the value of fully
online courses and programs, and choose to apply similar
practices and online tools in combination to traditional
instruction, by way of blended learning and personalized
learning.
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19. Blended Learning
Blended learning is a formal education program, also known as
hybrid or mixed-mode education, where a portion of traditional
face-to-face instruction is replaced with online learning. The use
of technology-powered blended learning offers a cost-effective
approach to help students accelerate their learning and graduate,
and can designed in many ways. The most common type is the
rotation model, in which students rotate on a fixed schedule
among learning modules that mix traditional and digital practices
– online learning, small-group instruction, and pencil-and-paper
tasks. With a flexible model, online learning is the main structure,
and the teacher is on site to provide minimal face-to-face support
(as needed for individual tutoring or small group projects).
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20. The Flipped Classroom
In the traditional model of instruction, the teacher is at the center
of the course and the primary distributor of information. The
teacher controls the flow of discussion, and student engagement
becomes limited to working alone or in a small group. A flipped
classroom is a type of blended learning environment that seeks
to put the student at the center, flipping the typical lecture and
homework elements. Instead of devoting the class time to
delivering the lecture, a teacher assigns short video lectures prior
to the class session, so the time is used for discussion,
homework, and projects. Many schools that have flipped their
classrooms have seen tremendous results, particularly with math
and science.
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21. Competency-Based
Learning
This classroom strategy is creating more flexibility for students,
allowing them to progress through a course as they demonstrate
mastery of the academic content – transitioning away from a structure
that depends on seat time, so students learn entirely at their own pace.
This type of learning is highly personalized to the student’s learning
process and can include some online and blended learning elements.
The Big Picture Learning School created their own competency-based
learning model that encourages the student to take ownership of their
own education. In it, a student works with an advisor and their parents
to design an individual learning plan that fits their needs and interests.
Under Ohio’s Credit Flexibility Plan, students can demonstrate
competency by a combination of subject area competency and
alternative experiences such as an internship, online course,
community service, or independent study.
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22. TECHONOLOGY INTEGRATION
MODELS
Just as models have been developed for general
professional development usage, those for achieving
technology-enhanced teaching and learning continue
to emerge in the literature.
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23. Dooley (1999) proposes a holistic model of adoption
and diffusion based upon the Concerns Based
Adoption Model (Hall, Wallace, & Dossett, 1973), a
model dealing with the concerns of teachers about
the adoption of technology, and Rogers’ (1995)
stages in the innovation decision process.
8/25/2022 Models in Technology Adoption 23

24. Dooley’s diffusion model seeks to aid institutions with the
change process. Realizing the large numbers of factors
influencing technology integration, Sherry (1998)
developed a structural model of technology adoption and
diffusion comprised of technological, individual,
organizational, and teaching and learning factors in
conjunction with the learning process.
8/25/2022 Models in Technology Adoption 24

25. Howland and Wedman (2004) developed a process
model for faculty development for individualizing
technology learning entitled the Technology Learning
Cycle. Their process-oriented perspective included the
components of technology awareness, exploration and
filtration, learning of technology, personal and
professional application of technology, and sharing and
reflection.
8/25/2022 Models in Technology Adoption 25

26. 46 Instructional design models guide faculty in using
technology in teaching to “examine and answer for
themselves questions that they may not have
considered in the past” (Collins & Berge, 2003, p.21).
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27. These authors have developed an outcomes-based
model to assist post-secondary faculty members in
structuring their courses using technology for teaching
and learning. Their model urges an alignment of learning
outcomes, learning activities, and evaluation/feedback.
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28. The influence of instructional design is consistent in
current models being developed and although a central
model is not applicable to all, the various aspects of
teaching, learning, professional development, and
technology integration are constantly being evaluated
and developed further in the quest for comprehensive
and essential guidance for educators’ development.
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29. TRADITIONAL AND CONTEMPORARY
ROLE OF TECHNOLOGY IN
EDUCATION
The role of technology in the classroom has changed
over the years. Previously, technology may be simply
viewed as either product technologies or idea
technologies. Consider the diagram below:
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30. 8/25/2022 Models in Technology Adoption 30
Product Technologies Idea Technoloies
 Film strips, cassette players and
recorders
 Laser disc, computers
 Television
 Calculator
 Smart phone
 Tablet
 Smart board
 Print-based materials
 Books
 Worksheets
 Transparencies
 Computer software
 Audiovisual equipment
 Simulation
 Modeling
 Visualization

31. Technology, to date, has taken a new role-to
facilitate a deeper and more meaningful cognitive
processing. Its role nowadays is four-fold.
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1. It is an integral part of the curriculum
2. It is an instructional delivery mechanism
3. It is an instructional aid and a tool that
enhances the learning process
4. Furthermore, technology has allowed
distance learning, collaborative learning,
and individual learning.

32. Another advantage of teaching with emerging
technologies is their promise to hone multisensory
learning experiences and develop brain-friendly
learning.
8/25/2022 Models in Technology Adoption 32
Brock (2013) posits that technology boosts brainpower. She
argues that ”mobile content has potential to transform passive
listening into an experience that can be engaged during
physical activity. Further, brock believes that the use of
technology allows sensory integration, i.e. “ the more senses
are engaged in an experience, the more a brain is stimulated
and the longer a person remembers what has occurred.”
Finally, technology aids one in creating visual representations
of the world.

33. Meet our team
Jose Marie Bayona
Group Leader
Loth Alcansare Jr.
Member
Betty Jaen Alquiza
Member
Erelyne Bautista
Member
8/25/2022 Models in Technology Adoption 33
Alvin John Asignar
Member

34. Thank you