Abstract
Purpose. The purpose of this case study was to identify, for the first time, those variables acting as driving and restraining forces in the adoption and routine use of cable (television) technology in public school districts, thereby replacing anecdotal "success" stories with baseline data collected and analyzed in a systematic way. Baseline data were expected to provide educational managers with information with which to initiate and manage an innovation effort and researchers with a framework for future studies about innovation in public school districts. Procedure. Using the Concerns Based Adoption Model Level of Use Scale Score of IV-A or above as the criterion for "successful" routine use, seven school districts were selected for this case study. Data collected, through content analysis of cable franchises and interviews with the chief executive officer or designee were reported in narrative and tabular form. Data were analyzed in narrative and tabular form using a force field analysis paradigm. Selected Findings. (1) Fifty-four variables were identified and categorized as driving and/or restraining forces in adoption and routine use of the innovation. (2) Idea champions were a driving force to both adoption and routine use. (3) Board member and Superintendent expectations were an important driving force to adoption. (4) Past experience and antecedent technology served as "gateways" to adoption. (5) Adoption efforts had fewer restraining forces than routine use efforts. (6) Limited resources restrained routine use efforts. Selected Conclusions. (1) Adoption of cable was a "top-down" decision. (2) Legislation requiring cable service to school districts protected district access to cable. (3) Cities using collaborative decision-making techniques assisted cable adoption and use in school districts. (4) Primary instructional use of cable was limited to reception of broadcast television programs. (5) Adoption and routine use were two distinct phases of the innovation effort. Selected Recommendations. (1) Districts need to monitor current franchise expiration dates and plan to play a proactive role in refranchising negotiations. (2) Superintendents need to promote good city/school district relationships, to provide a "climate" for innovation and to serve as an idea champion for innovation. (3) Cable technology needs to be more fully integrated into the instructional delivery system. (4) Research needs to validate the data generated from this study.