On the Curve

     After reading Roger’s Diffusion of Innovation Theory, I quickly identified myself as the Late Majority. For a moment, I tried to convince myself that I was an Early Adopter, but who was I kidding? I blame my generation for this. You see, I am a millennial. The last generation to have grown up without technology at our fingertips. The same generation that adapted to evolving technology, such as home computers, wi-fi, and cellphones. I blame my generation because I grew up during a time when things were much simpler, and despite the introduction of new technologies, I often found myself not interested in them. I was content with the way things were.

    Now, as an adult, my opinion on emerging technologies has evolved; however, it depends on the context. Professionally, I’d characterize my willingness to embrace new technology as hesitant. Talk to any teacher, and they will tell you the same thing: education is constantly changing, and once we have a grasp of something, it changes again. This is particularly true of classroom technology. Don’t get me wrong —I am grateful to have access to this technology, especially when other teachers don't. However, we rarely receive formal training or guidance on the new technology, which adds another item to our already full plate. This leads to frustration and resentment, resulting in an unwillingness to adopt emerging technologies in the classroom.

    The Late Majority is characterized by skepticism and caution, relying heavily on the opinions and experiences of the Early Majority. Those in the category also need to see evidence of the technology's benefits and often ask, “What’s in it for me?” Additionally, support from others in implementing new technologies may be necessary. These characterizations reflect my stance on the adoption of new technologies in the school setting, because technology is often “advertised” to teachers as solutions to problems or as ways to make our jobs easier. Given this continuous cycle, can you blame me for being skeptical and asking, “What’s in it for me?”

    In the context of my personal life, the characteristics of the Late Majority remain, but not as prominently. Previously, I mentioned growing up during a time when technology transitioned from being uncommon to being at your fingertips.  As home technology became more common, a learning curve often led to frustration. I frequently thought to myself, “I’ve managed just fine without this; why do I need this?” However, as time went on, I began to realize that the world was changing with emerging technologies, and I would have to evolve with it.

    Now, that doesn’t mean technology isn’t still met with skepticism, but it isn’t as often. My most significant hesitation about new technology in both my professional and personal lives is the time and support it requires. It takes time to become comfortable with the latest technology, especially when it's used in a professional context. For example, when my school district adopted Microsoft Teams, the only formal training we received was a self-paced course that required at least 8 hours. Immediately, I wanted to know how this would support my students and my teaching because if 8 hours of my time is needed for this, I wanted to know the benefits.

    In my opinion, my position on the curve positively shapes my approach to learning design and technology, as I want to understand the benefits of technology. Up to this point in the learning design and technologies program, I have completed numerous projects that involved technology I had never used before. Often, it made me nervous and led me to want to understand the impact of a particular technology on instructional design. If I know the justification for its use, I am less skeptical and willing to adopt the technology. Additionally, as I’ve progressed through the program, my skepticism has decreased because I can envision its application in future career choices. For instance, I just completed LDT 504: eLearning Design & Development, and my final project required creating a 15-minute eLearning module in Storyline Articulate. Designing and developing the module involved an overwhelming amount of self-teaching. However, I appreciated the opportunity because I can envision myself designing eLearning modules in the future.

    As I gain more experience and confidence with learning design frameworks, I expect to shift to the Early Majority. I don’t intend to transition to an Innovator, but to build a stronger sense of discernment. To grow my confidence, I plan to keep experimenting in small, purposeful ways. This may include trying a new tool or strategy in each design project. This may also involve seeking professional opportunities to design projects either at my school site or within the school district.

    Understanding where I fall on Rogers’ Diffusion of Innovation Theory curve helps me recognize both my strengths and areas of growth as a learning designer. My cautious adoption keeps me grounded and strengthens my inquiry as to how new technologies serve learning. Additionally, being aware of my position on Rogers’ curve allows me to intentionally step out of my comfort zone and experiment with technologies in purposeful and meaningful ways. As I have discovered, I have frequently been in uncomfortable positions throughout the program, but that shouldn’t be a barrier to adopting new technologies.