Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment. Page: 46
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study indicated a moderate degree of independence for the construct of innovativeness.
Using this scale, Craig and Ginter (1975) determined seven factors: concern for
wastefulness, social desirability, novelty seeking, risk aversion, style consciousness,
satisfaction with the status quo, and other directedness. A study by Irani (2000)
confirmed these factors, suggesting that early adopters may be intrinsically motivated to
adopt a new technological innovation, ignoring minor disadvantages and risks. Skinner
(1996) found that the need for uniqueness, somewhat related to novelty seeking, was
also substantially correlated to innovativeness.
Kirton (1976) proposed an adaption-innovation continuum related to an
individual's preferred cognitive strategies for dealing with change. Kirton considered an
individual's position on the adaption-innovation scale as a style, stable across time and
situations, with links to certain personality traits (Kirton, 1989). Kirton found three factors
related to variations in innovation: originality (the number of ideas that individuals
generate), efficiency (coping with tasks in systematic and precise ways), and rule-group
conformity (preference to operate within rules and structures). Using the social and
cultural dimensions of Kirton's scale as a foundation, Oner (2000) determined that
among Turkish adults, innovativeness was encouraged within the context of work,
science, and technology, but it was not preferred within the family and interpersonal
relationships. This small study involved a group with strong cultural traditions, but the
effect of social context on innovation adoption remains a promising field for future study.
Marcinkiewicz (1993) found that innovativeness was a strong predictor of a
teacher's use of technology. Innovativeness, defined by Hurt, Joseph, and Cook (1977)
as one's willingness to change, contrasts with earlier definitions of innovativeness that46
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Dunn, Lemoyne Luette Scott. Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment., dissertation, August 2004; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc4620/m1/56/: accessed April 28, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .