CBAM CASE STUDY

CBAM CASE STUDY

Yes No Would you like to participate in a study in how you are using the computer at home and at school? Teenage Internet users say they go online daily to use email and use instant messaging, to play games, to make purchases, to get news, seek health information and also to work on homework. Posttest Frequencies In this section, discussion of the Posttest data includes all 7 Stages of Concern, 0 through 6. In order to meet the needs of adolescent learners, it is more critical than ever to provide them with up-to-date tools for the digital revolution of the 21st century. Table 3 shows the item question number and its corresponding Stage of Concern, with 5 of the 35 questions being associated with each level or Stage of Concern. Learning and Leading with Technology, 27, 2, United National Development Program

I type faster now. Ten participants in this study started in Stages 5 and 6 and ended in the same stage Impact Dimension. Journal of Staff Development, 10 4 , The time, logistics, available resources, and energy involved in facilitating others in use of the innovation are the focus. Laptop use and impact in the context of changing home and school access. Computers continue to impact teaching and learning. Multiple sources of data were compared and triangulated among all of the students, among the parents, and among the various reports about the students from the teacher.

RESULTS This study investigated the perceptions of 45 middle school students who used thin client, tablet style portable computers at home and at school for more than one year as part of a one-to-one program. The technology implementation standards configuration matrix: Although these factors are reliant upon the degree to which the individual teacher has adapted to the technology, there are other social and environmental effects that may need to be taken into consideration.

ECS’s mission is to process the data into higher-form information and make it available to scientists in searchable form. Before this study, was there a computer in your home? See Appendix C for entire instrument and studu questions.

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Directions for the Questionnaire: You can tell it [the program] what it is about, and cawe can save it or keep writing and use the spell check. The estimates were based on experience with the system, and a return on investment for each architectural strategy was calculated.

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Something with shoulder straps, unzip it, and it folds out, zip it up like this [he demonstrates during the interview]. The case study further describes how a group of 9 students and a subgroup of 4 of the 9 adopted the thin-client computers in Years 1, 2, and 3 of the One-to-One program. To account for these complex relationships, the expected quality attribute response level that each strategy is predicted to achieve had to be determined with respect to each relevant scenario.

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cbam case study

Wendy described how she felt that first year: It is important to me to work with other students and 0 1 2 3 4 5 6 7 my teacher when I use the computer. These studies were purposive since the objective was to obtain a sample that represented a variety of characteristics and criteria Patton, Gender differences in self-concept casd children and adolescents: At the beginning of the year, 39 students were in the Self-Use Dimension but by the end of the first year, only 27 remained in this dimension.

Data are first represented as group Pretest scores. I am concerned about being held responsible for using 0 1 2 3 4 5 6 7 this computer.

(PDF) A Mixed Methods Study on CBAM and | Cynthia Sistek-Chandler –

One might conclude that for adolescents, this same characteristic of upward movement was also true. Conditions for selection also included student interest and availability, parent interest and availability, and participation in the Year- 1 and Year-2 implementation.

Qualitative interviews from 8 purposively selected students, their parents, and their teachers supplemented the survey data in the final year of the program. Multiple regression analysis was used to address studt second question. Diffusion of Innovations, Fourth Edition. This process began by calculating the raw score for each scale as the sum of the responses to the five statements for that scale. Revisiting the concerns based adoption model. Wendy exhibited a typical and predictable pattern of moving through the Stages of Concern; starting off with high concerns in Stage 0 and finishing the first year with Posttest scores of Stage 5; reflecting a gain of 5 stages in one year Figure 1.

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Based on the interesting results of the Year acse quantitative data, the sample for the qualitative research was changed to reflect a larger sample than what was originally anticipated.

It took a long time to link to the website. A ninth interviewee, Frank, did not take the Pretest because he was absent the day of the test he originally stated he took the Pretest ; consequently, cade degree of difference for that student could not be calculated. The most frequently occurring value is zero; 20 respondents made no change between Pre- and Posttests. Shelly reveled in how she had not only grown in her skills but also that she made changes cass adaptations in her life as a student as a result of using the innovation.

cbam case study

Applying a change instrument grounded in Concerns Based Adoption Management CBAM to an adolescent population, this study investigates perceptions of 45 middle school students cham used thin client portable computers in a one-to-one program at home and at school for 3 years.

Meetings with the parents were scheduled according to the availability of one or both parents of each student.

Eight of the 45 students who participated in Year 1 of the program comprise the case. We learned a lot more on the computers than when we submitted hand-written essays.