The ADOPT Framework

 

Having worked alongside schools implementing learning platforms, Wolverhampton City Council and Learning Possibilities recognised the need for a maturity model that would help schools transform and 'adopt' new technologies.

Schools face many challenges in both understanding how to derive the best value from new technologies such as learning platforms and relate them to the improvement of the school, and in turn meeting policy directives. School's often procure such technologies and feel they are progressing, but can not measure their progression or know what their next steps are.

The LP+ ADOPT framework arose from dialogue between Learning Possibilities and the schools using the LP+ learning platform. The dialogue inspired a debate around emerging e-pedagogies and digital safeguarding. It focused on how to derive the best possible value from learning platform technologies and how they can support school improvement.

LP+ ADOPT gives support and direction to schools. The framework provides a benchmarking tool to allow schools and teachers to measure successes and plot a course to school transformation using the learning platform.

The model has been founded on sound academic principles and has been shaped by observing practice and working with schools to identify what that journey looks like and how schools can progress. It provides detailed descriptions of the stages, themes for platform use and pathways which schools may wish to follow to achieve success and make informed choices about the journey on which technology takes them.
The ADOPT Framework is based on the principles suggested by Hooper and Reiber (1995) which a model for technology adoption in the classroom. Their research found that teachers go through a five-stage process when learning about how to use ICT effectively in learning and teaching. This 'journey' reflects key steps in the progres of their integration of the technology and is used in many schools and local authorities as a model for technology integration. LP+ ADOPT similarily identifies five stages of development.


These are:

Awareness
Staff become increasingly 'aware' of the learning platform and may have received some training and support. They are beginning to have ideas about how the learning platform can support teaching and learning, and have made the initial efforts to use it in their teaching.

Development
Staff become increasingly aware of the benefits of the learning platform, and begin to incorporate it into their practice, often 'replacing' former activities. This begins to ahve a beneficial effect on day-to-day teaching and learning.

Optimisation
Staff become increasing familiar with appropriate use of the learning platform adn can integrate it into many aspects of their ongoing practice. Teaching and learning begin to be significantly enhanced.

Pioneering
The potential of the learning platform is now exploited to move into new areas and approaches are modified to ways that could not easily be replicated by more 'traditional' means. Teaching and learning begin to be significantly changed in formal, informal and extended settings.

Transformation
The developmental and creative possibilities of the learning platform are being fully exploited. Learning platform use is established and developing in response to the needs of the learner, supporting personalisation and more independant learning. Teaching and learning are significantly transformed.

The ADOPT framework has been selected as the National Model for Learning Platform Maturity for England and has also been implemented in Wales with the implemetation of the LP+4 (Hwb+) learning platform as the National platform for all schools in Wales. Schools and digitial leaders in Wales religiously follow the framework in 'adopting' the Hwb+ learning platform and have even digitised our published version of the ADOPT framework.