Integrating the Use of Internet as an Instructional Tool: Examining the Process of Change

Abstract

The integration of technology into curriculum delivery in one small Texas school district serving 1320 students began in the fall of 1998. Twelve technology proficient teachers were trained as trainers for the train-the-trainer model used to introduce the university resources. Forty-nine middle and high school teachers were evaluated under the Concerns Based Adoption Model (CBAM). The Innovation Configuration for this study was the use of the Internet as an instructional tool. Pretest and posttest data on the Stages of Concern Questionnaire (SoCQ) were elicited electronically and Levels of Use (LoU) data were elicited in face-to-face interviews. The Wilcoxon Signed Ranks Tests showed significant differences on both the SoCQ and LoU. This study led to the development of online collection of LoU data as larger samples of preservice teachers, university instructors, and mentor teachers participate in training with similar Innovation Configurations.