Reconceptualizing staff development for technology diffusion

Abstract

As educators are increasingly required to integrate new technology into classroom practice, the complex process of staff development becomes critical to the successful implementation of new technological innovations. This paper presents a staff development model for effectively diffusing technology. The interactive model, grounded within the framework of Maslow’s theory of motivation and Bloom’s taxonomy of the cognitive domain, illustrates how affective needs of individuals influence cognitive processes and transfer of skills within a psychological/social context resistant to technological change. © 1994 Taylor & Francis Group, LLC.