چکیده:
This research aims to develop a useful tool based on Evert Rogers’s Diffusion of Innovation Theory and then evaluates the adoption degree of an educational innovation (Smart Board) in Karaj’s Schools. The mixed method approach with explanatory research design has been adopted; this design consisted of two sequential phases، described here as phase 1 (Quantitative) and phase 2 (Qualitative). The research method has been applied for quantitative phase is survey study and for qualitative phase is focus group. Research data gathered by two different tools; a questionnaire developed based on Rogers’s five criteria and a protocol form for doing semi-structured interviews. The overall findings show that this innovation has not been successfully adapted to school's context and so not been considerably accepted among teachers.
خلاصه ماشینی:
Converting schools into learning organizations leads to increased cooperation, interaction, and flexibility in the learning environment, and the realization of this is only possible through the acceptance and expansion of educational innovations (Isaacson & Bamburg 1999, 2).
The beginning of this involvement dates back to the 1970s; at the beginning of this decade, simultaneous with developed and eager countries, Iran also began to accept and expand educational innovations, prominent examples of which include: the establishment of the Education Corps 3 (1962), the call for professors and experts by the Ministry of Education to investigate the possibility of educational reforms in the Iranian education system (1964), the establishment of a radio station for teacher training (1966), the creation of mobile libraries 4 to provide services to villages (1970s), the establishment of shift and evening schools 5 to increase enrollment rates (1970s), the implementation of correspondence courses for teacher training (1970), and the establishment of the Islamic Azad University (1973) (Ayman 6, 1974: 2-30).
1. Relative Advantage 1: Having prominent advantages compared to existing cases (for example, the superiority of PowerPoint over the overhead projector has resulted in less use of the overhead projector (Levin 2: 2001); or Skinner's 3 teaching machines have not been met with much enthusiasm due to lack of intelligence, vulnerability, and high cost, and have been stored in school basements along with old books (Miller 4, 1983; translated by Mehrmohammadi, 1391: 26).
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