Technology Adoption Models

There are many different kinds of technology and innovation adoption models, such as:

• User Acceptance of Computer Technology (Davis, Bagozzi and Warshaw 1989)
• Task Technology Fit Model (Goodhue and Thompson, 1995)
• Learning/Adoption Trajectory Model (Sherry and Gibson, 2002)
• Diffusion of Innovations (Rogers, 1962 & 2003)
• Technological Pedagogical Content Knowledge Framework (Mishra and Koehler, 2006)

However, these models have a tendency to focus on new pedagogic techniques or the innovations themselves, rather than how teachers change their current isolated teaching practices to teaching in collaboration with others through the integration of web-based communication technologies into those practices, i.e. pedagogic shift. 

This is with the exception of the Community of Inquiry (CoI) model put forward by Garrison, Anderson and Archer (2000). Based on a collaborative constructivist perspective, the model highlights a collaborative process as central to meaning making where discourse and dialogue are key components, a process they term as ‘transactional’, incorporating emerging technologies. The CoI model posed by Garrison et al., (2000) was later repurposed by Vaughan (2004) in his doctoral thesis (supervised by Garrison, the main author of the original model) and later research by Vaughan and Garrison (2006). The Blended Community of Inquiry (BCoI) model was developed to enable tutors to explore blended learning from different perspectives so that they might re-evalaute their own way courses, shifting their pedagogical approaches as required. There are similarities here in the processes that teachers might need to engage with, in order to shift their pedagogies in virtual international schools (VIS).