| Digital interactive textbooks represent a major step forward in the quest to integrate technology into instructional methodology. Because this technology is new, virtually no research has been done as to the response of teachers to this innovation. The purpose of this study was to understand the process of change in relation to implementing these digital interactive textbooks in science classrooms at the high school level. The conceptual framework was based on Senge's theory of organizational change, Rogers' theory of the diffusion of innovations, and Davis' research regarding factors involved in technology acceptance. Participants included 7 science teachers and 2 administrators who were members of a professional learning community at a Title I high school in the southeastern region of the United States. A case study design was used to collect data from teacher and administrator interviews and observations of instructional activities in the classroom and professional learning community meetings. Data were coded, categorized, and analyzed for common themes. Results indicated that the digital interactive textbook was met with teacher apprehension and anxiety regarding the transition from teacher-led to student-led instruction, and this apprehension manifested in resistance. During the course of the study, educators found that the digital interactive textbook engaged students and was demonstrated to be a successful tool of instruction. The study is important because educators will develop a better understanding of how to implement technology innovations in the classroom that minimize teacher resistance to instructional change. |
