Sequence: Template-Technology Adoption Role Play

Sequence Information
Sequence: Template-Technology Adoption Role Play
Description:
This is a template to help with designing a sequence in which students role play about the adoption of a new technology in an educational institution. Different students take on different roles (eg, "pro" and "con" teachers, managers and students) in relation to the new technology to be adopted. This template should not be run as is - the text of each activity needs to be edited first to apply it to your chosen topic area.

Keywords: Role play, technology adoption, debate, template

Subject: Technology Adoption Role Play

Audience: Depends on chosen topic; typically used in tertiary education teacher training or teacher/lecturer professional development

Run time: Recommended for use over one or more weeks, with student participation on a regular basis during this time.

Delivery Mode: Typically fully online and asynchronous, but some parts could be conducted synchronously and/or in a computer lab if desired

Resources: See accompanying Template Advive document for advice on how to adapt this template.

Outline of Activities: The sequences starts with an overview of the use of role plays. It then describes the scenario for the role play, which is based on the adoption of [insert technology] at a typical secondary school. The role play participants are assigned to one of four groups, and then as a pre-role play task, each groups discusses their ideas about the technology individually. After this, all four groups are combined into a single discussion for the main role play task to consider the pros and cons of adopting [insert technology] based on their role and their previous discussion with those in the same role group. After the main role play discussion, there are a number of post role play reflective questions.

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Language: English
LAMS Version: 1.0.2
License: Attribution-Noncommercial-ShareAlike
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Name Size (bytes) Date Uploaded
TemplateAdvice_TechnologyAdoptionRolePlay.doc 96256 02/22/07 10:44 PM
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Authored By:   James Dalziel
Date: 22 February 2007 10:43 PM
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