Implementation of cloud-computing in a K-12 school district: Early adoption and use.

摘要

Using Rogers' (2003) Diffusion of Innovation theory and the usability cube by Blumenfeld, Fishman, Krajcik, Marx, & Soloway (2000), the purpose of this study was to investigate the factors that led to the adoption of the cloud-computing innovation being offered to teachers and to explore how the cloud-computing tool is being used as part of instructional practices and individuals' job roles. The innovation process, as described in Rogers' theory, was used as a guiding framework to understand the overall implementation of Office 365 within a K-12 school district. In order to address the purpose of this study, Rogers' process that describes individuals' innovation-decision was used to design the interview guides. Using purposeful sampling, six teachers across three grade level bands (K-5, 6-8, and 9-12) were interviewed three times to learn about their decision to adopt and use Office 365. Documenting this process allows district leaders to better understand how to sustain and scale the implementation of Office 365. The results of this study assist with the design of future professional development and technical support documents.