Using the Diffusion of Innovation Theory to Explain the Degree of English Teachers' Adoption of Interactive Whiteboards in the Modern Systems School in Jordan: A Case Study

Autor/inn/en	Jwaifell, Mustafa; Gasaymeh, Al-Mothana
Titel	Using the Diffusion of Innovation Theory to Explain the Degree of English Teachers' Adoption of Interactive Whiteboards in the Modern Systems School in Jordan: A Case Study
Quelle	In: Contemporary Educational Technology, 4 (2013) 2, S.138-149 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Case Studies; English (Second Language); Workshops; Second Language Learning; Second Language Instruction; Dialogs (Language); Females; Language Teachers; Educational Technology; Teaching Methods; Qualitative Research; Foreign Countries; Innovation; Observation; Teacher Attitudes; Semi Structured Interviews; Decision Making; Jordan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Lernwerkstatt; Schulung; Zweitsprachenerwerb; Fremdsprachenunterricht; Dialog; Dialogs; Dialogue; Dialogues; Weibliches Geschlecht; Language teacher; Sprachunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Ausland; Beobachtung; Lehrerverhalten; Decision-making; Entscheidungsfindung
Abstract	This study aimed to explain the use of interactive whiteboards (IWBs) by English female teachers in Modern Systems School in Jordan. Viewed from the lens of Rogers' Diffusion of Innovation Theory, the study examined and reported teachers' use of IWB and its features that have impact on their decisions to adopt it in Modern Systems School . The study employed the qualitative case study approach. Data were collected through different ways such as semi-structured interviews, document reviews, and participatory observations. Rogers' (2003) diffusion of innovations theory was used to guide the investigation. The study concluded that the extent of teachers' use of IWB is related to their perceptions of the five major attributes: Relative advantages, compatibility, simplicity, trialability, and observability. The regular use of IWB has shifted the teachers' methodologies of teaching from traditional ways to using dialogues, open sources, and group work. The study finally recommended giving more attention to training workshops regarding how to integrate IWB into the educational process. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01