| Educational leaders, attempting to implement innovations into the classroom, often underestimate what is required for teachers to alter well-established instructional behaviors resulting in poor implementation and rejection of innovations. This study examines the influence of selected intervention actions on the implementation and use of an Integrated Learning System in fourth and fifth grade classrooms.; Seven categories of actions were provided to teachers in an effort to facilitate the implementation of an Integrated Learning System into fourth and fifth grade classrooms. Interviews from three site visits, (December 1993, March 1994, June 1994) were used to record changes in teacher feelings toward the technology, changes in the classroom use of the technology, and to record the interventions provided at the school district and campus levels to facilitate the implementation of the technology.; One hundred eighty-five unique interventions were recorded from teacher interviews. Teacher concerns in the Informational, Personal, and Management stages regarding the use of the technology in the classroom decreased as reported with the Stages of Concern Questionnaire. Classroom use of the technology increased as revealed by the Innovation Configuration Matrices.; District and campus technology leadership teams, established to support the implementation, were critical to the implementation process. Seven categories of interventions combined to positively influence the use of the technology in the classroom. A variety of individuals provided the intervention actions of this study.; Educators attempting to implement an innovation that requires significant change must be prepared to provide consistent support to teachers. This study provides detailed descriptions of the interventions utilized to implement technology into elementary classrooms. |
