Abstract
The purpose of this study was to investigate teachers' perceptions of innovation adoption. The innovation was the use of case methodology for instruction. A multiple-method approach was used to facilitate an examination of the role of the individual in the change process. The respondents were twenty inservice and two preservice teachers participating in a graduate-level course entitled “Using Computer Technology and Case Method to Integrate the Teaching of Science, Mathematics, Language Arts, History and Social Studies, and the Fine Arts” A critical finding of this study was that in order for teachers to adopt innovations, the learning process must be individualized. Participants reported that collaboration, meaningful content, and time contributed most to their ability to learn and adopt case methodology.
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