Date of Award

Winter 12-5-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Tamerin Capellino

Second Advisor

Laurie Goodman

Third Advisor

Andrew Shean

Abstract

Teachers must learn how to integrate technology for CCSS implementation in an educational environment tasked with preparing 21st century students to not only survive, but thrive in a knowledge-based global society. The changes required for 21st century learning to prepare 21st century students is transformational in nature and represents a paradigm shift for many teachers. The purpose of this quantitative study was to examine the differences in teachers’ Stages of Concern with integrating technology for implementation of CCSS according to age, gender, and years of teaching. In addition it was the purpose of this study to use information obtained from the examination of differences to inform differentiated professional development plans and provide support for teachers. Integrating technology for instructional purposes can seem daunting for teachers not born into the digital age. This inexperience and lack of knowledge may lead to resistance and stress. The Concerns-Based Adoption Model (CBAM) recognizes that innovation success must be reached through understanding and acceptance of teachers’ concerns. Seven Stages of Concern (SOC) were identified within the CBAM (unconcerned, informational, personal, management, consequence, collaboration, and refocusing). These SOC are clustered into four levels (unrelated, self, personal, task, and impact). The Stages of Concern Questionnaire (SoCQ), a component of the CBAM, was utilized to gather concerns’ data from teachers. After examining the differences in concerns according to age, gender, and years of teaching experience, recommendations were made regarding professional development plans and support structures. Teachers developmentally work through intrinsic concerns related to self and task, before moving onto extrinsic concerns regarding collaboration and the impact of change on students. Without this recognition and understanding of teachers’ Stages of Concern, desired impacts from integrating technology for CCSS implementation will neither be attained nor sustained.

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