فصلنامه نوآوریهای آموزشی (Mar 2006)
The role of personal and mass communication in diffusion of innovations in the educational system
Abstract
The process of communication has played a great role in "promotion of educational innovations". Communication channels may have interpersonal or mass media nature or may stem from local or transnational sources. The present research shows that the mentioned different channels play different roles in promoting innovations in the educational system. Mass media rapidly expand their audience and while disseminating information, move and change weaker attitudes. When promoting educational innovations, mass media and transnational channels become more important for information while interpersonal and local channels are more effective in the phase of satisfaction. Mass media and transnational channels are relatively more important than interpersonal and local channels for the expensive early adaptation compared to the expensive late adaptation. In developing countries like Iran, a combination of mass media and interpersonal communications is the most effective way to reach people to promote new ideas and encourage them to take advantage of educational innovations. It seems that this issue has practical applications. In some regions ideological leaders have maintained their past roles among their followers. The acceptance levels of innovation include awareness, encouragement, decision, and cooperation. This research aims to determine the relationship between use of communication channels (mass and personal) by teachers and acceptance of educational innovations. For this reason, a questionnaire comprising of 42 questions has been given to teachers. The results that were obtained through 390 questionnaires – filled by teachers of Tehran province high schools in 2003-04 – indicate that: There is direct relationship between use of mass communication channels by teachers and taking advantage of educational innovations; There is no significant relationship between use of individual communication channels by teachers and their willingness to avail of those innovations; There is reverse relationship between use of mass communication channels by teachers and their getting-along and cooperation with new educational ideas; There is direct relationship between use of personal communication channels and cooperation; and There is no significant relationship between use of mass communication channels by teachers and their participation in the study.
