Sherry, L., & Gibson, D. (2002).The path to teacher leadership in educational technology. Comptemporary Issues in Technology and Teacher Education, 2(2), 178-203.
Description: The authors of this paper suggest that there are two fundamental limitations to traditional adoption models. First, it discusses the idea that the education system is not a single social system. They suggest that it is an organisation that is decentralised with embedded systems with teachers within all areas from the classroom through to the districts. Secondly they believe traditional models ignore the external factors that impact on a school such as the evolution of the Internet and acknowledging and working with change facilitators within the networked community. The authors introduce the Learning Adoption Trajectory View (LAT). This model was designed because the researchers did not believe other models went far enough. This model like the CBAM model puts the teacher at the centre of the system. By teachers progressing through a series of four stages; (a) teacher as learner, (b) teacher as adopter, (c) teacher as co-learner and (d) teacher as reaffirmer or rejecter they believe supports the teachers to learn and use instructional technology. A fifth stage was added which became known as the teacher leader stage.
Evaluation: This model has been designed to go further than previous models and I believe it is a lot simpler and less cumbersome from those I have researched. By putting the learner (teacher) in the foreground I see it as an important step for my introduction to wikis in the classroom. By using the stages of learning table I can feel more confident and have a better understanding of what I need to do initially to be successful in adopting this new technology. It puts theory into practice by using case studies to show the value of this model. Although the model is centred on the teacher it also identifies and explains how certain external factors can have an impact throughout the ecologies in the arena.