Diffusion of Innovations Communications Theory

This theory comes from the communications discipline. Everett Rogers describes the process that members of a society go through as they decide to embrace new ideas and innovations. The innovator is generally ahead of his/her time and will not influence others to participate in a new "far-out" invention or innovation. Many times, the innovator is mocked for being involved in something that will "never take off." People who choose to use an innovation at the earliest stages are those referred to as early adopters. They enjoy being ahead of the game, but don't necessarily influence people in the main stream. Once the innovation has taken hold, the early majority embraces it and he/she act as a change agent. I believe we are at this point in education. Many of our teachers are a part of this early majority. We still have many others who are skeptical about the value of technology in education. They may have the desire to wait and see if this technology is really of any benefit to students before they decide to try to use the innovation in the classroom. Of course, we will have a group of educators who will remain unconvinced that using technology in education has any value for students. Dr. Rogers calls them "laggards."

I believe that what Dr. Rogers says concerning what it takes for someone to try an innovation is helpful to educators who are going to be training teachers to use technology in the classroom. Applying his ideas to education - teachers must decide there is some educational advantage to using technology. The way the technology can be used must be compatible with a person's teaching style. Many of our teachers feel that computing is too complex for them to understand so they need to begin with a type of technology they can comprehend and use immediately. I believe that the World Wide Web is one of the easiest places for teachers to begin. They need to be able to try out a technology without someone leaning over their shoulder criticizing them for their lack of skills. They need to have time to experiment, explore, and be "hands-on" with the technology. Also, they need to observe technology being used successfully in educational settings. Observing students who are actively engaged in learning through the tools of technology can be a great influence on teachers who are reluctant to take the time to learn the technology because they question its value in education.

Diffusion of Innovations Communications Theory

An Innovation

Communicated via Channels

Over Time

Among the Members of A Social System

What does it takes to decide to use an innovation?

• Knowledge - You need to gather knowledge about the innovation.
• Persuasion - You might be convinced by someone or something you read or heard about that it's worth a try!
• Decision - You make a definite decision that you are going to give it a shot.
• Implementation - You make it happen by doing whatever it takes. You might purchase the innovation or find a way to participate.
• Confirmation - You confirm your decision to use the innovation by continuing your usage.

• Provides the Communication Link (between Users and Non-users of an Innovation)
• Facilitates the Flow of Innovations (Take it to the General Public)
• Opinion Leader - Change agents are the ones that can convince others to participate in the innovation.
• Form Technology Clusters - Change agents take on leadership role with groups of interested users of an innovation.

Innovativeness follows along the lines of a bell curve.

• Innovator - Venturesome (Not a change agent) - Ahead of his/her time.
• Early Adopter – Respectable (Not necessarily a good change agent) - Willing to try the innovation before it's proven to be useful.
• Early Majority - Deliberate
• Late Majority - Skeptical - even after others embrace the innovation
• Laggards – Traditional - Don't see a need to change.

• More social participation
• More highly connected in social systems
• Greater exposure to mass media channels
• Engage in more information seeking
• Often more literate and upward mobile
• Seeking greater knowledge of innovations

To try an innovation, there must be:

Advantages - What does the innovation offer to society?

• Gives Status
• Economic Incentives
• Profitability and Pay-off
• Predominance of technology in society as a whole
• Preparation for demands of workplace
• Lifelong learning skill

Compatibility - Does the innovation fit into life style?

• Must be compatible with values and beliefs
• Must fit in with previously introduced ideas and traditions (texts, paper, pencil)
• Meets professional or personal needs (meeting curriculum standards as given by districts/state/national organizations)
• Must be compatible with government policies and work pressures

Complexity - How difficult is the innovation to understand?

• Is it too difficult to keep up with rapid changes?
• Platform compatibility issues can prevent participation - too frustrating and complex.
• Antiquated systems in education make it more complex than having state-of-the-art equipment.
• Lack of number of high level computers in work or home environment.
• Average age of staffs - older, non-educated or inexperienced in technology not willing to put in the effort.
• Requires lots of hand holding, guidance – (Teachers unwilling to accept help from peers)

Trialability and Observability

• Must be able to experiment with it on a limited basis.
• Interest is improving as teachers get computers at home and at school.
• Teachers need accessibility within private environments so they can experiment comfortably.
• Depends on the degree to which results are visible or observable to others
• View more global sharing through web
• Teachers view products produced by students or teachers in other settings

Mainstream Users of Technology

• Favor evolutionary change
• Pragmatic or conservative
• Strong problem and process focus
• Risk averse
• Want proven applications of compelling value
• May need significant support
• Vertically networked

Early Adopters of Technology

• Favor revolutionary change
• Visionary
• Strong technology focus
• Risk Takers
• Experimenters
• Largely self-sufficient
• Horizontally networked

 

Teaching with Technology - 2005

Carla Piper, Ed. D.

piper@chapman.edu