Author: 郭威文

Publisher: Open Dissertation Press

Published: 2017-01-27

Total Pages: 144

ISBN-13: 9781374710955

This dissertation, "Investigating Innovation Adoption to Improve Staff Development in a Local School" by 郭威文, Wai-man, Wyman, Kwok, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT Pursuant to a five year strategy in information technology (IT) in education promulgated by the Hong Kong Government in 1998, the Cheung Chau Government Secondary School (the School) has begun a major transition from its traditional classroom to an IT-rich teaching and learning environment. This study focuses on the educational change process and the adopter concerns in innovation adoption. Using an action research model, two dimensions of the Concerns-Based Adoption Model (CBAM), stages of concern (SoC) and levels of use (LoU), are employed to investigate what concerns teachers have and how they feel about their involvement with the promotion and implementation of IT in teaching and learning in the School, and to assess their level of use of the new technologies. Both quantitative and qualitative research methods are applied to make a SoC profile comparison, to analyze responses to open-ended questions, and to conduct a LoU assessment. Results indicate that the School is slow in taking up the use of the new technologies recently installed. Analysis of findings and implications for innovation adoption are discussed. As the final part of the action research cycle, interventions are generated to improve the existing staff development practices of the School. Accordingly, actions are taken by the School to revise its staff development plan, strategy and tactic in light of these interventions. Further research is recommended, framed around the possible subsequent shift in SoC intensity of the School, which will demand reassessment of concerns and modification of interventions, thus marking the beginning of the next action research cycle. ii DOI: 10.5353/th_b2684465 Subjects: Educational innovations - China - Hong Kong - Case studies Educational technology - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes - Case studies