What makes new technology sustainable in the classroom: Two innovation models considered

Abstract

Sustaining technology-enhanced learning (TEL) in the classroom and the necessary teaching practices after initial research funding ends is often perceived to be a challenge. This paper examines whether using the flexible process user innovation (FPUI) model in implementing a new TEL method would increase the likelihood of sustainability compared to using the linear process closed innovation (LPCI) model. We evaluate teachers’ knowledge appropriation as an important proxy for sustainability of a TEL method called Robomath in two different implementation cases that are based on different innovation models. The first case followed the LPCI model: 42 basic school teachers applied the Robomath method during a school year in their math lessons while using ready-made learning designs. The second case followed the FPUI model: 25 basic school teachers applied the Robomath method in their math lessons while they simultaneously participated in a ten-month teacher professional development program and together with university researchers co-created learning designs for the method. We used the Knowledge Appropriation Model for analyzing the potential sustainability of the Robomath method in both cases. Our study indicated that intended adoption and knowledge appropriation are significantly higher when using the FPUI model compared to using the LPCI model. Using a similar approach for improving the adoption of innovative methods in other TEL learning settings and STEAM disciplines is a subject for further studies.