Diffusion of innovations

About: Diffusion of innovations is a research topic. Over the lifetime, 2139 publications have been published within this topic receiving 191397 citations. The topic is also known as: diffusion of innovation & diffusion of innovations theory.

Promoting a standard for assistive technology service delivery

Abstract: BACKGROUND: The Assistive Technology Service Method (ATSM) is an innovative evidence-based process standard to support the provision of person centered, evidence-based, and interdisciplinary assistive technology services. OBJECTIVE: This paper defines challenges with adoption of innovative practices and discusses strategies to diffuse the ATSM for training, education, and gathering knowledge. METHOD: Important central components for the diffusion of innovations are reviewed to include strategies for transferring the evidence into practice and other outcomes of the process. RESULTS: This paper discusses key issues and challenges to professional practice for assistive technology services, presents data on the current state of practice, and delivers strategies to promote innovative interventions and techniques. CONCLUSION: Strategies to implement the adoption of an interdisciplinary service delivery method must consider provider knowledge and awareness of need with development of tools for effective use of the innovation.

Pedagogical reforms within a centralised-decentralised system: A Singapore’s perspective to diffuse 21st century learning innovations

Abstract: Purpose The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous pedagogical space, influence the diffusion of innovations in the educational landscape of Singapore and how a centralised-decentralised system supports (or impedes) pedagogical reform for twenty-first century learning. Design/methodology/approach The paper first outlines the evolutionary stance of Singapore’s decentralisation from its past to present trajectories, thus providing a broader social-historical interpretation to its tight-loose-tight coupling of the education system; followed by situating the context of reform within the national narrative of Ministry of Education’s (MOE) twenty-first century competencies framework. The authors examine how school autonomy should be accompanied by systemic enabling mechanisms, through two case illustrations of whole-school reforms. Findings There are four carryover effects that the authors have observed: structural, socio-cultural, economic and epistemic. Middle managers from the two schools act as a pedagogical, socio-technological and financial broker outside the formal collaborative structures organised by the MOE. Such a “middle-out” approach, complemented by centralised mechanisms for “coeval sensing mechanism”, has resulted in boundary-spanning linkages and multiplier effects in terms of knowledge spillovers. Research limitations/implications Socio-cultural context matters; and what constitutes as co-learning between policymakers and practitioners in Singapore may be construed as policing that stifles innovations in other contexts. Originality/value In addition to the conceptualisation of how school autonomy may lead to school-based innovations, the paper provided some preliminary empirical evidence of how the co-production of knowledge has been engendered within, across and beyond individual Singapore schools through the mechanism of innovation diffusion. The unit of analysis is innovation ecosystem.

Identifying Characteristics of Dissemination Success Using an Expert Panel

Abstract: Although considerable work has been done to develop new educational innovations, few have found widespread acceptance in the classroom. To improve the likelihood of adoption of educational innovations, researchers need to understand why some innovations are adopted and routinely used, while others are not. An initial aspect of the diffusion of innovations, as defined in the classical sociological literature, involves the communication of ideas and concepts related to innovations between individuals. This article presents an expert panel's answer to the following question: “What are the most important characteristics that relate to the dissemination of educational innovations?” As dissemination is a critical facet of the diffusion of an innovation, 45 researchers who received technology and engineering grants from the National Science Foundation (NSF) participated in a Delphi study designed to address this research question. In three rounds, the experts identified and ranked 11 characteristics of educational innovations, 6 characteristics of students, 13 characteristics of faculty members, and 5 characteristics of administrators that can relate to the successful dissemination of educational innovations. The results of this study led to the formation of a Characteristics of Dissemination Success (CODS) framework. This framework offers useful guidance for educational innovators seeking a better understanding of the influences on the dissemination of educational innovations.

Mass Communication Research at the Dawn of the 21st Century

Abstract: This chapter reviews the current state of research according to dominant mass communication theories and lines of research. Theoretical perspectives addressed include agenda setting, framing, diffusion of innovations, gap hypotheses, third-person effects, cultivation, priming, social cognition, uses and gratifications, and critical/cultural studies. Prominent lines of research falling within or between these perspectives include media portrayals, media constructions, health issues, newer technologies, cultural maintenance and change, children and media, and political communication. The perspectives reflect different beliefs as to the roles of the audience, media, and society. Some emphasize purposeful individual selection and use, whereas others stress the power of media to influence societal directions and audience beliefs. Investigations reflect both differences and commonalities in assumptions and approaches. Regardless of discipline, concentration, or perspective, however, the expansive research in th...