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The concerns based adoption model

The Concerns Based Adoption Model ( Anderson, 1997 ) is a widely applied theory and method for studying the process of teachers integrating a new innovation. It is concerned with measuring and describing the process of change experienced by teachers involved in attempts to implement new curriculum materials and instructional practices. This study will be using the Level of Use dimension to examine how the participants incorporated the Online Day course materials. Initially there were only six levels of use in this tool, but over time it has been revised and expanded to eight levels:

  • Level 0--Non-use.
  • Level 1--Orientation; seeking information about the innovation but not yet decided to adopt.
  • Level 2—Preparation; actively preparing to use the innovation, but not yet used it in class.
  • Level 3—Mechanical; beginning to implement change and struggling with logistics; teacher centered.
  • Level 4a--Routine Use; establishing a pattern of regular use.
  • Level 4b--Refinement; changing innovation to be more student centered.
  • Level 5--Integration; collaborating with other teachers to benefit students.
  • Level 6—Renewal; needing to make major changes in the innovation or explore alternative practices.
Participants’ levels of technology use in the CBAM Levels of Use of an Innovation.
  Lyle Nancy Laura Ken Mark Miller Neal Carrie Ed
Level 6 - Renewal         x     x  
Level 5 - Integration                  
Level 4b - Refinement                  
Level 4a - Routine x     x   x x   x
Level 3 - Mechanical use             x    
Level 2 - Preparation     x            
Level 1 - Orientation   x              
Level 0 - Non-use                  

Although these categories are general, they are clearly defined. However, CBAM was created in 1976 for use in evaluating K-12 teachers' learning to adopt technology. The assumption at that time was that all the teachers were just starting to use technology, so a linear progression from a very basic level of use made sense in that context.

In this study, the participants were experienced college instructors who had been using computers for as many as 18 years in daily life and in teaching. In attempting to place the instructors on the chart at the appropriate levels, it became clear that the categories of CBAM, beginning with such early stages of linear progression of learning, did not accommodate the sophistication the participants experience with technology. Researchers Leithwood and Montgomery (1987) identified the linearity of the CBAM’s level of use tool as a shortcoming, and this criticism applies to this study. For example, there was great variation in the levels of implementation within the category of routine use. Of the five participants at the routine level, Miller, Ed and Ken implemented the videos, the online quizzes, and the discussion board, whereas Neal and Lyle used only online quiz component.

Category Five, collaborating with other instructors to make the innovation more student-centered, did not fit the participants. The nine instructors worked alone, in the sense that no one else on campus was using the online course package. This differs significantly from the K-12 environment in which teachers adopted the innovation as a group by grade, thereby having a discreet, identifiable cohort.

Questions & Answers

how do they get the third part x = (32)5/4
kinnecy Reply
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ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
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ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
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Salomon
I got X =-6
Salomon
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ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
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The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
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. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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Cied
types of nano material
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I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
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what is the function of carbon nanotubes?
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Uday
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what is nano technology
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what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
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AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
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Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, Faculty use of courseware to teach counseling theories. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11130/1.1
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