CONCERNS BASED ADOPTION MODEL CBAM PRESENTED BY GROUP

CONCERNS BASED ADOPTION MODEL - CBAM PRESENTED BY GROUP 2 BERNADETTE BEAVERS EMPRESS SEARIGHT LYNDA STEVENS

Concerns Based Adoption Model – CBAM Conceptual framework that provides tools and techniques for assessing and facilitating reform in an educational environment. • Examine Components • Track Progress • Report Findings • Design Interventions • Measure implementation CONCERNS BASED ADOPTION MODEL, HALL (1979) Innovation Configuratio n Stages of Concern ME IT Levels of US

Stage 0 1 Concept Description Awareness Individual may know the innovation exists but has little concern or involvement with it Informational Individuals decide they would like to know more about the innovation 2 Personal Individuals are concerned about uncertainty about the demands of the innovation, their ability to meet them, and their role in relation to the innovation 3 Management Concerns involve the administrative and logistical challenges of innovation use 4 Consequenc e 5 Collaboration Concerns consider how the individual adopter can coordinate and cooperate with others in the use of the innovation Refocusing Concerns occur when the adopter begins to have ideas about replacing or improving on the innovation 6 ME IT Concerns begin to ask how innovation use is affecting students US STAGES OF CONCERN

Level Concept Description 0 Nonuse The individual knows little 1 Orientation Individual makes first attempts to acquire information 2 Preparation Individuals ready themselves to use the innovation 3 Mechanical Users are focused exclusively on the short-term, rote details of use 4 a Routine Use of the innovation has stabilized 4 b Refinement Individual begins to adapt the innovation to enhance its shortand long-term benefits 5 Integration Adaptation begins to mass the effects 6 Renewal The individual begins to consider major modifications, or new innovations that might work LEVELS OF USE ME IT

Innovation’s Key Components Innovation’s Ideal Implementation Flawed/Unacceptable Implementations Technology Lesson plans include Classroom play games that application of specific do not involve technology classroom activity technology tools. tool (i. e. Kahoot!) Pedagogy Minimum of two classroom days are presented in a ‘flipped format’ Flipped format is poorly defined and is used sporadically Group Processes Educators participate in weekly debrief of implementation process Some members attend, not all are engaged Classroom Mgmt. Lesson plan including all homework assignments are available on webpage Some homework assignments are posted but lesson plans are incomplete * Note: it is important for the IC Checklist to be developed specifically for each type of adopter (administrators, teachers, aids, etc. ) in order to identify the specific observable behaviors (Hall & Hord 1987) that are ideal for each type of adopter. INNOVATION CONFIGURATION

• Tailing Up • Implementation in Isolation • International Acceptance KEY CHALLENGES & DEVELOPMENT S

• CBAM has been widely applied • Successful in facilitating implementation • Addresses affective and cognitive concerns of teachers • CBAM challenges administrators • Examine implication of change on all participants • Reconsider top-down mandated change CONCLUSION

Straub, E. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625 -649. Ellsworth, J. B. (2000), Surviving change; A survey of educational change models. Chapters 1 -4, 7. Syracuse, NY www. SEDL. org – American Institutes for Research https: //www. air. org/resource/cbam-concerns-based-adoptionmodel WORKS CITED