Navigating Digital Transformation : The Dynamics of Educational Technology Adoption.

Format:

Book

Author/Creator:

Zheng, Longwei.

Series:

Assessment of Educational Technology Series

Language:

English

Physical Description:

1 online resource (205 pages)

Edition:

1st ed.

Place of Publication:

Oxford : Taylor & Francis Group, 2025.

Summary:

This book explores the process of educators' technology adoption, which is crucial for digital transformation in today's educational landscape. This book targets several key groups in the education sector, including educators, researchers, policymakers, and educational technology professionals.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Table of Contents

List of Figures

List of Tables

Preface

Chapter 1: Technology Adoption in Education

1.1 Understanding Technology Adoption

1.1.1 The Complexity of Adoption Process

1.1.2 The Decision-Making Process of Technology Adoption

1.2 The Dynamic Nature of Technology Adoption

1.2.1 The Stages within the Adoption Process

1.2.2 Technology Adoption in Education

1.2.3 Influencing Factors of Technology Adoption

1.2.3.1 Self-Efficacy and Pedagogical Belief

1.2.3.2 Interventions

1.2.3.3 Individual Characteristic

1.3 Models of Technology Adoption

1.3.1 Diffusion of Innovation Theory (DOI)

1.3.2 Theory of Reasonable Action (TRA) and Theory of Planned Behavior (TPB)

1.3.3 Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT)

1.4 Research on Teachers' Technology Adoption

References

Chapter 2: Exploring the Dynamics of Teachers' Technology Adoption through a Longitudinal Lens

2.1 Modeling Dynamics of Technology Adoption

2.2 The Components of Model

2.2.1 The Transition Matrix

2.2.2 The Initial State Distribution

2.2.3 The State-Dependent Usage

2.2.4 The Likelihood Function

2.3 Adoption Data Collection and Factor Induction

2.3.1 Independent Variables

2.3.2 State-Dependent Usage

2.4 Estimates

2.4.1 Model Selection

2.4.2 Model Comparison

2.5 Results

2.5.1 Interpreting the States

2.5.2 Parameter Estimates for Actual Use

2.5.3 Parameter Estimates for Intention Transition

2.5.4 Accounting for Heterogeneity

2.5.5 Adoption Dynamics Impacted by a Teacher's Individual Usage Experience

2.5.6 Intervention for Change in Technology Adoption

2.6 Implications

References.

Chapter 3: Dynamics of Institutional Culture in Educational Technology Adoption

3.1 Cultural Influences on Adoption in Educational Institute

3.1.1 Cultural Influences on Teachers' Technology Adoption

3.1.2 Institute Culture Dynamics of Technology Adoption

3.1.3 Model Definition

3.1.3.1 The Transition of Institute Culture

3.1.3.2 The Teacher's Culture-Dependent Usage

3.2 Case Study: Estimating the Dynamics of Institute Cultural Influence on Teacher's Technology Adoption

3.2.1 Data Collection

3.2.2 Factor Induction

3.2.3 Variables

3.2.4 Model Selection

3.2.5 Model Estimation

3.3 Interpreting the Dynamics of Institutional Culture in Educational Technology Adoption

3.3.1 Interpreting Cultural Dynamics

3.3.2 Cultural Change from the School Norm

3.3.3 Cultural Change from Inventions

3.3.4 Cultural Change from Sharing Experiences

3.3.5 Long-Term Effects of Cultural Change

3.3.6 Technology Diffusion over Cultural Change

3.4 Implications

3.4.1 Educational Cultural Change in Technology Adoption

3.4.2 Fostering Sustainable Cultural Change in Technology Integration

3.5 Conclusion

Chapter 4: Technology Adoption in the Post-Epidemic Age

4.1 Epidemic Impact on Teacher's Technology Adoption

4.2 Modeling Epidemic Impact on Teacher's Technology Adoption

4.2.1 Modeling Teacher's Technology Adoption as a Dynamic Planned Behavior

4.2.2 Data Collection

4.3 Model Development

4.3.1 Transition Probabilities of Intention States

4.3.2 State-Dependent Adoption Choice

4.3.3 Variables

4.3.4 Estimation Process

4.4 Estimated Epidemic Impact on Teacher's Technology Adoption

4.4.1 Heterogeneity Estimates

4.4.2 Control Effect Estimates

4.4.3 Transition matrices

4.4.4 Short- and Long-Term Effects of Controls.

4.5 The Teacher's Digital Divide in the Post-Epidemic Age

4.5.1 Revealing the Pandemic-Driven Trajectories of Teachers' Technology Adoption

4.5.2 Navigating Variations in Behavioral Control through Digital Engagement during the Pandemic

4.6 Conclusion

Chapter 5: The Evolution of Teaching Artifacts

5.1 Artifacts as Indicators of Adoption

5.1.1 Teaching Artifacts

5.1.2 Evaluating Technology Adoption Based on Artifacts

5.2 Analyze Teacher's Artifact

5.2.1 Artifact Collection

5.2.2 Phase-by-Phase Process of Technology Adoption

5.2.3 Artifact Measurement

5.3 Results of Artifact Evolution across Aspects

5.3.1 Frequency-Based Analysis of Artifact Usage

5.3.2 Flexibility of Technology Selection

5.3.3 Variety of Content Design

5.3.4 Diversity of Instruction Strategy

5.3.5 Comprehensive Richness of Artifacts

5.4 Discussions and Conclusion

5.4.1 Exploring Technology Integration through Teaching Artifacts

5.4.2 Utilizing Embedded Indicators to Assess Teachers' Technology Integration

Chapter 6: Implications for Educational Practice

6.1 Facilitating Sustainable Technology Adoption

6.1.1 Dynamic Intervention Design

6.1.2 Cultivating Adaptive Institutional Cultures

6.1.3 Crisis-Responsive Adoption Strategies

6.1.4 Implications for Policy and Practice

6.2 Empowering Teachers as Designers

6.2.1 Artifact-Driven Professional Development

6.2.2 Redefining "Success" in Adoption

6.2.3 Implications for Policy and Practice

6.3 Policy Frameworks for Equitable Digital Transformation

6.3.1 Institutional Governance

6.3.2 Cultural Adaptation in Policy Implementation

6.3.3 Global Equity Considerations

6.4 Future Directions for Research and Practice

6.4.1 Methodological Innovations

6.4.2 Emerging Technologies.

6.4.3 Call for Transdisciplinary Collaboration

6.5 Conclusion: Toward Human-Centered Digital Transformation

Appendix A: Non-Homogeneous Hidden Markov Model for Teachers' Technology Adoption Dynamics

A.1 The Transition Matrix

A.2 The Initial State Distribution

A.3 The State-Dependent Usage

A.4 The Likelihood Function

Appendix B: The Down-Scaling Non-Homogeneous Hidden Markov Model for Institutional Culture Transformation

B.1 The Transition of Institute Culture

B.2 The Teacher's Culture-Dependent Usage

Appendix C: A Modeling Approach That Allows Transitions between Non-Adjacent States

Reference

Appendix D: Assessing Digital Teaching Artifact across Pandemic Phases

D.1 Measuring Quality of Digital Teaching Artifact

D.2 Analysis of Digital Teaching Artifact Quality

Appendix E: The Downloadable Codes of Artifact Measurement

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Zheng, Longwei Navigating Digital Transformation

ISBN:

9781040410318

OCLC:

1526864201