Testing a Unified Model for Understanding Adoption of Technology in Classroom by Academicians

Higher Education Culture and the Diffusion of Technology in Classroom Instruction

Knowledge Management and Higher Education ◽

10.4018/978-1-59140-509-2.ch011 ◽

2011 ◽

pp. 222-241 ◽

Cited By ~ 2

Author(s):

Kandis M. Smith

Keyword(s):

Higher Education ◽

Diffusion Of Innovation ◽

Classroom Instruction ◽

Case Study Research ◽

Academic Culture ◽

Adoption Of Technology ◽

Diffusion Of Technology ◽

Use Of Technology ◽

Technology In Classroom

The diffusion of an innovation takes, on an average, 25 years in an educational setting. Many factors contribute to this slow acceptance rate. Rogers’ (1995) theory on the diffusion of innovation and the influence of culture on such diffusion is used to shed light on the causes for this slow diffusion. While not a full explanation of this slow rate of change, this case study shows that the academic culture, within which faculty function, has a strong influence on the diffusion of the use of technology in classroom instruction. This case study provides a point of reference for further study of diffusion of technology in classroom instruction. This case focuses on a Research I institution in the Midwest that has made a number of commitments to the integration of technology into the curriculum and has channeled many resources into this campaign. While the institution has invested large sums of money in the development of the infrastructure, the rate at which faculty have adopted the use of technology in their teaching has remained low. In order to determine the perceptions of faculty and develop some framework for understanding why the infusion of technology into classroom instruction was so low, faculty members on the campus were interviewed, focus groups were conducted, and meetings between faculty and administrators concerning technology issues were observed. Because additional issues exist with distance education, the scope of this case study research was limited to on-campus classroom instruction and support. Case Questions • Do the values and beliefs of academic culture promote or discourage a pro-innovation social climate? • What aspects of academic culture hinder or promote the diffusion of innovation, specifically, the process for adoption of the use of technology in higher education? • How do disciplinary differences affect the adoption of technology? • What roles do faculty play in the diffusion of technology in the classroom? • What tools and support structures drive successful technology integration into the classroom?

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A Unified Model of Episodic Memory: Application to Item and Associative Recognition

PsycEXTRA Dataset ◽

10.1037/e502412013-366 ◽

2012 ◽

Author(s):

Adam F. Osth ◽

Simon Dennis ◽

Per B. Sederberg

Keyword(s):

Episodic Memory ◽

Unified Model ◽

Associative Recognition

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A unified model for slug flow generation

International Journal of Multiphase Flow ◽

10.1016/s0301-9322(97)88554-0 ◽

1996 ◽

Vol 22 ◽

pp. 145

Author(s):

M Bernicot

Keyword(s):

Slug Flow ◽

Unified Model ◽

Flow Generation

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FORCE MAJEURE, CHANGE OF CIRCUMSTANCES AND TERMINATION OF CONTRACT

Journal of Law Society and Development ◽

10.25159/2520-9515/358 ◽

2016 ◽

Vol 3 (1) ◽

pp. 31-44

Author(s):

Shiyuan Han

Keyword(s):

United Nations ◽

Contract Law ◽

Unified Model ◽

The Other ◽

Final Decision ◽

Dual Model ◽

Chinese Law ◽

Force Majeure ◽

United Nations Convention ◽

Distinct Line

It is impossible to draw a distinct line between force majeure and change of circumstances, because the two overlap. In order to regulate both force majeure and change of circumstances, the United Nations Convention on Contracts for the International Sale of Goods (CISG) has adopted a unified model in article 79, whereas Chinese law adopts a dual model by treating them as different things and regulating them in different articles. Where the purpose of a contract becomes impossible to achieve because of a force majeure and both the CISG and Chinese Contract Law (the CCL) adopt the same model of termination of the contract, the contract should be terminated by one party with a notice to the other party instead of ipso facto avoidance. In a case of a change of circumstances, in order to terminate the contract, both the CISG and the CCL actually follow the path of raising an action by a notice of avoidance or termination to theother party. Both approaches have their merits and demerits but the differences between them in practice are not as large as presumed. Where force majeure and change of circumstances overlap each other, possible ways for termination of the contract are for a party either to choose their preferred solution or to follow the lex specialis derogat generali. The latter way is preferred in this article; and while in an action for termination the judge may balance the interests of both parties in making a final decision, the uniform application of the law, the safety of the transaction and the fairness of the judgment may be ensured in so doing.

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