Crossing the Chasm with Classroom Response Systems
Journal of Chemical Education Volume 87, Number 12, ISSN 0021-9584
Research and literature on the adoption of technology provides a useful lens through which to view the adoption and implementation of classroom response systems (CRS). The technology adoption life cycle describes groups of adopters in ways that are helpful in understanding the adoption and sustained implementation of CRS in chemistry departments. Marketers have noted that the early market and mainstream market are separated by a chasm. Not every new technological innovation makes it across the chasm into the mainstream market. How can this model be used to help understand the adoption and sustained implementation of CRS by faculty, and ultimately how can it be used to cross the chasm? (Contains 2 figures.)
Towns, M.H. (2010). Crossing the Chasm with Classroom Response Systems. Journal of Chemical Education, 87(12), 1317-1319.