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.

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Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive ... continued below

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Dunn, Lemoyne Luette Scott August 2004.

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  • Dunn, Lemoyne Luette Scott

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Description

Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive playfulness, innovativeness, and essentialness beliefs relate to a sustained high level of information technology use in the classroom. The research questions were: 1) Are individuals who are highly playful more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less playful? 2) Are individuals who are highly innovative more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less innovative? 3) Are individuals who believe information technology use is critical and indispensable to their teaching more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who believe it is supplemental and not essential? The findings of the current study indicated that playfulness, innovativeness, and essentialness scores as defined by the scales used were significantly correlated to an individual's sustained ability to use technology at a high level. Playfulness was related to the educator's level of innovativeness, as well. Also, educators who believed the use of technology was critical and indispensable to their instruction were more likely to be able to demonstrate a sustained high level of technology integration. Further research is recommended to investigate numerous personality traits, such as playfulness, innovativeness, creativity, and risk-taking that might relate to technology adoption. Doing so may lead to modifications of professional development, assisting individuals in adapting better and faster to systemic change.

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  • August 2004

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  • Feb. 15, 2008, 3:31 p.m.

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  • July 1, 2015, 12:54 p.m.

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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. (digital.library.unt.edu/ark:/67531/metadc4620/: accessed September 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .