Investigating the Mutual Adaptation Process in Teachers' Design of Technology-Infused Curricula

Abstract

Promising ideas about teaching and learning face substantial challenges in moving into practice. Local \nimplementation of reform necessarily involves adaptation rather than "pure" implementation. Interventions are \nsuccessful when the implementation involves mutual adaptation, in which external reform proposals are adapted to \nfit local conditions and local conditions are adapted to fit with reform proposals (McLaughlin, 1987). However \nmutual adaptation tends to be the exception rather than the norm in educational reform, especially reforms that seek \nsubstantial transformations of extant practice (Firestone, 1989; Fullan, 1991). Rather, local adaptation is typically a \none-sided affair in which reforms are adapted to fit local practice, with minimal changes to local practice. Local \nadaptation often results in deleterious adaptations that can change reformers' core intent (Spillane, 1999).

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