Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education

In order to move the adoption of mobile Seamless learning to a broader and more sustainable level in secondary education,it is important to gain insight into perspectives of various stakeholders (e.g. managers, teachers) that influence acceptanceand adoption processes. Apparently, stakeholders perceive specific benefits as well as barriers in adopting seamlesslearning scenario’s in their daily educational practices, as Pegrum et al. (2013) concluded after studying adoption inAustralian primary schools. We wanted to see whether these perceived benefits and barriers were comparable for Dutchsecondary schools. Therefore, we organized a workshop with various stakeholders (teachers, school management, policymakers) in Dutch secondary education to obtain insight in the factors they considered important in order to adopt seamlesslearning scenarios on a broader and lasting scale. In the workshop we used the Disney-model for brainstorming, reactingto a statement as either a ‘Dreamer’, ‘Realist’ or ‘Critic’, to gain a broader insight in the problem domain. The workshopwas organised in two rounds with 26 participants in total. Associations were written on post-its and analysed bottom-up,thus resulting in factors affecting adoption of seamless learning scenario’s in daily educational practice. Results provideinsight in how a broad group of stakeholders perceives both the benefits, realistic arrangements as well as the barriers tobroad and sustainable adoption of mobile seamless learning in Dutch secondary schools