I am taking an initial look at the Concern-based Adoption Model by Hall and Hord. It is described as a conceptual framework that describes, explains and predicts probable teacher behaviours throughout the change process in a school or educational institution. (SEDL, 2013).
The three main diagnostic dimensions of CBAM are:
- Stages of Concern – Seven different stages of feelings and perceptions that educators experience when they are implementing a new program or practice
- Levels of Use – Eight behavioural profiles that describe a different set of actions and behaviours that educators engage in as they become more familiar with and more skilled in using an innovation or adopting a change
- Innovation Configurations – Different ways an innovation may be implemented, shown along a continuum from ideal implementation or practice to least desirable practice
These three dimensions are clearly explained in three videos available from the SEDL website (2013) linked below. If you would like to get a my in depth, detailed understanding of the these diagnostics dimensions, please take a moment to click over and review the videos.
- Overview of the Stages of Concern
- Overview of Innovation Configurations
- Overview of the Levels of Use
At my current workplace, I can definitely see many opportunities where this framework could be applied and used to have a clearer sense of how our adoption of technology in our education system is progressing and possibly take more positive steps to continue moving forward.
I can see that this model could be applied to our understanding of the adoption of SMARTboards in our secondary school. SMARTboards have been made available at my school for many years now. The adoption and use of them in educational setting definitely range. We have educators that would likely fall into stage “0” where truthfully they do not recognize any concerns that SMARTboards would address at all, all the way to stage “5” where educators are using them collaboratively with other classes within the building and outside the building as well. (National Academy of Science, 2005)
Just from my own personal anecdotal observation, I am fairly confident that the same could be said about educators at my school and their levels of use of the technology, in this case the SMARTboard.
I think the understanding and measuring of where my school’s educators would fall in these various stages and levels would be very useful in continuing to move our staff towards more effective use of SMARTboards.
I think the most interesting part for me would be to take a close look at the third dimension of inovation configuration and see how educators in both in our school and in others have decided to use the technology in their settings. It is alway quite amazing to me the many ways they do. One interesting example that comes to mind is where one of our math teacher uses the SMARTboard along with a webcam to collaborate with another school, to have students interact with live statistics that are relevant to them right in their classroom. I am sure that this is only one of many creative and effective ways to implement the SMARTboard
National Academy of Science (2005) The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. Retrieved from http://www.nas.edu/rise/backg4a.htm
Stages of Concern, a dimension of the Concerns-Based Adoption Model. Retrieved from http://www.youtube.com/watch?v=7M6eQC1_8Cg
Levels of Use, a dimension of the Concerns-Based Adoption Model. Retrieved from http://www.youtube.com/watch?v=PttbIrk2qEw
Innovation Configurations, a dimension of the Concerns-Based Adoption Model. Retrieved from http://www.youtube.com/watch?v=hPjp-LPFS6s
SEDL (2013) Concern-Based Adoption Model: CBAM. Retrieved from http://www.sedl.org/cbam/
Adapted from Hord, S. M., Rutherford, William L., Huling-Austin, Leslie and Hall, G. E. (1987) with additional modifications by Noel LeJeune. The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. Retrieved from http://www.mdecgateway.org/olms/data/resource/3712/CBAM.pdf