Technology Adoption

In San Francisco, the SAMR Model was discussed on a number of occasions. One of my key takeaways is that SAMR is a taxonomy that distinguishes between teaching above the line, using technology to transform teaching and learning, and teaching below the line, using technology to enhance teaching and learning. As a taxonomy, the goal would be for teachers to move seamlessly above and below the line, as the need arises.


(retrieved from

Training interventions may be required where teachers hit a ceiling at Enhancement and are not able to move into Transformation. However, interventions are, by their nature, reactive and good organisational development relies on sufficient foresight to implement training solutions before issues arise.

In change management, there is substantial research proposing different models on the stages of adoption. One presentation I attended contextualised these into technology adoption and derived a technology integration matrix:

Tech Int Matrix

(retrieved from

Another presentation discussed a model of teachers’ readiness to adopt and adapt, referred to as the DigitalReadinessSpectrum.

During this session, a survey was deployed that would diagnose where an individual sat on this spectrum. Even though I completed the survey very quickly and would have probably responded differently to some questions if I had time to think about it, my result was fairly accurate and indicated that I was on the cusp of Mastery Informational and Mastery Management. I personally aspire to the levels of Impact and Innovation. The report generated contained specific suggestions about how I can progress.

There are many tools that can be used when implementing change. However, I speculate that the most important function of any tool, model or framework is to establish a common language and measurable points of reference that can assist to measure an individual’s growth.

One thing that is apparent is the importance and value of job related training with emphasis on differentiated adult learning. The use of a coaching and mentoring model seems to be favoured and yields good results. Of course, removing or at least minimising any barriers to the technology adoption would be paramount. From an administrator’s perspective, all these have financial implications for the school.

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