Annotated Bibliography 2

Evans L., Chauvin C. (1993). Faculty Developers as Change Facilitators: The Concerns Based Adoption Model. In To Improve the Academy (Vol. 12, pp. 165-178) Retrieved from Digital Commons University of Nebraska.

Description: This article explains the Concerns Based Adoption Model (CBAM) from the perspective of a change facilitator. It details the underlying theory of the CBAM and highlights the nature of change and the stages an individual will progress through.

  • Awareness – “I am not concerned about it”.
  • Informational – “I would like to know more”.
  • Personal – “How will it affect me?”
  • Management – “I am spending all of my time on this”.
  • Consequence – “How is use affecting students?”
  • Collaboration – “How are others using it?”
  • Refocusing – “What are the next steps?”

The article further illustrates methods of questioning that can be used to determine which of the above stages a particular practitioner is experiencing.

Evaluation:  This article offered a clear description of the “Concerns Based Adoption Model”  of particular use is the questioning allowing a facilitator to determine at which stage an individual is experiencing and techniques to address their concerns. I also noted the date on the article and was surprised that some of the issues mentioned in 1993 as “In the last two decades” are the same issues Schools are struggling with today. 

I found two quotes within the article to be powerful and would like to share them with every school I have worked with, firstly:

“While others often assume change to be an event, those of us who work with faculty to implement change in organisations, in classrooms and in individual faculty members’ teaching know that change is a process.” (p167) Any school looking towards implementing a BYOD or BYOC style of programme would do well to heed this, its not about setting a date and telling students to bring their new tool along, the process must be laid down carefully and implemented in stages.

Secondly: “change at the individual level involves anxiety and uncertainty, developing new skills, practice, feedback and congnitive transformations with respect to ‘why this new way works better'” (p166) One of the dimensions of Cognitions E-Learning Planning Framework is “Professional Learning” and perhaps additional thought should be given not to “can teachers do this” but “do teachers believe in this”.




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