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level of commitment is of practical interest. The use of such tools to assess the level of
commitment to computer science in community institutions by individual students may be
a first step in driving programs for computer science promotion on campus, as well as in
the community. Kelly's insights regarding the transtheoretical model benefited the Depth
essay in that they contrast with other views regarding long-term technological change.
Nothwehr, F., L. Snetselaar, J. Yang, and H. Wu. “Stage of Changes in Science and Techno-
logy and Use of Behavioral Strategies.”
Journal of American Technology Association,
106
(2006): 1035-1041.
Nothwehr et al. (2006) described prior research applications using the transtheoretical
model (stages of change model) designed to track cognitive developmental social changes.
Previous studies of certain activities of those researches were successful; therefore, the au-
thors anticipated similar success in computer RAM and CPU functional change in the cur-
rent study. The participants' choices of one of five statements to assess their stage of change
served to determine their readiness for computer training (“I do not use a high speed com-
puter and I do not plan to change this computer in the next 6 months,” “I am planning to
change my Internet Service Provider (ISP) in the next thirty days” [Nothwehr et al. 2006, p.
1036]). Additional questionnaires helped in tallying the computer weight index, its speed,
and processing of data and cognitive strategies in information systems, followed by a dis-
cussion to define information technology. The sample of 407 came from local institutions
in two Midwest towns. Results indicated a significant difference among groups using cog-
nitive strategies.
The report is consistent with earlier research regarding the correlation between stages
of change as a predictor of technological changes. The questions used to assess readiness
to change were nonthreatening and were appropriate for use in the community institution
setting without intimidation for a diverse student population. The study is valuable to the
Depth essay in that it indicated support for other citations supporting the significance of
participants' readiness to change.
Although the authors cited limitations regarding the fit between the use of the transthe-
oretical model caused by uneven distribution between the stages and the lack of strategy
action design corresponding to technological modifications, the work adds understanding
to the study of cognitive developmental change. Use of the model with additional computer
science experimental hypotheses will result in additional knowledge.
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