Adopting technology in schools: modelling, measuring and supporting knowledge appropriation

Figures & data

Figure 1. Knowledge Appropriation Model (Ley et al. 2020). Figure reused under the Creative Commons Attribution 4.0 License (hötötöp:ö//öcreatiövecommons.org/licenses/by/4.0/)

Table 1. Participants of the study across three different types of SUP.

Case	Type	N	Notes
1. Robomathematics (T2)	Teacher Innovation Laboratory	(14)	Introduction of robots in mathematics education in middle school, measures taken during training (T2)
2. Robomathematics (T3)	Teacher Innovation Laboratory	14	Introduction of robots in mathematics education in middle school, measures taken during training (T3) (included for test-retest reliability analysis)
3. Educational Robots in pre-school	Teacher Innovation Laboratory	15	Introduction of educational robots in pre-school (T3)
4. STEAM education	Teacher Innovation Laboratory	14	Introduction of sensor kits in middle and secondary classes for integrated STEAM teaching (T3)
5. Digital Learning Resources in Mathematics	Teacher Innovation Laboratory	15	Introduction of interactive digital learning materials for secondary school maths teaching (T3)
6. Educational Robots in maths	School-based workshop (short-term)	21	Introduction of Educational Robots in mathematics teaching (included to compare to TIL format in RQ2)
7. Educational Robots in maths	School-based workshop (short-term)	10	Introduction of Educational Robots in mathematics teaching (included to compare to TIL model in RQ2)
8. Future School	School development programmeme (long-term)	20	Long-term school development programmeme focussing on school-level change involving school teams guided by university experts (included to compare to TIL format in RQ2)
Total		109 (+14)	14 teachers with repeated measures

Table 2. Data collection procedure.

	Times of Measurement
Scales and constructs	Beginning of the training (T1)	Middle of the training (T2)	End of the training (T3)
Intended adoption	X		X
Individual motivational constructs: Psychological ownership, Perceived support, Self-efficacy, Belongingness	X		X
Knowledge appropriation (KAM) constructs: Knowledge maturation, Scaffolding and Knowledge appropriation		X	X

Table 3. Internal consistency of the items.

	Cronbach’s Alpha	N of Items	Mean	Std. Deviation	Median
Knowledge Appropriation	0.664	4	4.17	0.52	4.25
Maturation	0.784	5	3.78	0.71	3.80
Scaffolding	0.713	4	4.08	0.68	4.00
Composite KAM scale	0.873	13	4.01	0.56	4.08

Figure 2. KAM practices and Intended Adoption across SUP programmes.

Figure 3. Differences in KAM Practices across different SUP programmes.

Table 4. Scales included in the multiple linear regression model.

Criterion	Cronbach’s Alpha	N of Items	Mean	Std. Deviation	Median
Intended Adoption	0.837	5	4.21	0.54	4.2
Predictors
Self-efficacy	0.686	2	3.88	0.61	4.0
Belongingness	0.729	2	4.12	0.69	4.0
Ownership	0.820	2	3.81	0.78	4.0
KAM practices (Composite scale)	0.873	13	4.01	0.52	4.1

Table 5. Results of the multiple linear regression model predicting intended adoption.

	unstandardised		standardized
Predictors	B	Std. Error	beta	t	sig
Self-efficacy	.173	.076	.198	2.285	.025
Belongingness	.088	.076	.112	1.158	.251
Ownership	.267	.067	.389	3.967	.000
KAM practices (Composite scale)	.261	.101	.258	2.587	.012

Table

CONCEPT	DIMENSION	ITEM
Adoption	Intended Adoption of a new learning and teaching method	* I am certain I will use the new teaching and learning methods after the training has ended in my own teaching * I am certain I will promote the use of X (the new teaching and learning methods) in my school more widely * X (the new teaching and learning method/innovation) will influence my teaching for a long time * The X (new teaching and learning method/innovation) is very effective means to teaching xxx subject * I am using X method/innovation frequently in my teaching practice
Individual Motivation	Self-efficacy	* I feel confident to carry out X (method, innovation) in my classroom * I can evaluate how well X (method/innovation) is working in my class
	Belongingness	* I feel I am a part of the learning community consisting of teachers and researchers who work on this X (method/innovation) * I enjoy belonging to the X (method, innovation) community
	Ownership	* I feel the need to defend this new X (method/innovation) if it would be criticised * I feel the success of this X (method/innovation) is also my own success
Knowledge Appropriation practices	Create awareness	* Through X (method/innovation) I was made aware of new teaching and learning methods that I did not know before
	Build shared understanding	* I have developed a common understanding about the X (method/innovation) with other participants
	Adapt	* When I carry out lessons with X innovation, I make changes in X materials and methods based on my need and my own wish
	Validate	* I have developed an understanding of the effectiveness of X (method/innovation)
Knowledge Maturation practices	Appropriate an idea	* My own experiences and ideas were considered when developing X (method/innovation)
	Share	* I have often shared my own experiences and materials with other participants inside and outside the innovation lab trainings
	Co-create	* I have been an active participant in group work in which we developed new teaching and learning materials with other participants
	Formalise	* We have documented with our group the new teaching and learning methods and materials in such a way that others outside the group of training participants would be able to use them
	Standardise	* X (method/innovation) and related materials we developed in the trainings has become regularly implemented in the school
Scaffolding practices	Seek help	* When introducing X (method/innovation for the first time in my professional practice, I could ask for help or support when I did not know what to do
	Guide	* When introducing X (method/innovation) I had sufficient guidance by other people or through the materials that were provided * I offer guidance and help to my colleagues when introducing X (method/innovation)
	Fade	* I have felt more confident over time to introduce X (method/innovation) without outside help

Ley, T., R. Maier, S. Thalmann, L. Waizenegger, K. Pata, and A. Ruiz-Calleja. 2020. “A Knowledge Appropriation Model to Connect Scaffolded Learning and Knowledge Maturation in Workplace Learning Settings.” Vocations and Learning 13 (1): 91–112. doi:10.1007/s12186-019-09231-2.

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