The study aims to construct an innovation-based digital learning material (DLM) development ecosystem that penetrates and sustains within the school culture in order to diffuse and maintain DLM development. Sixty-two teachers from 21 different branches participated in this nested mixed design study. Data were collected through scales and interviews, and the study was based on the steps adopted by Rogers on the diffusion of innovation. Quantitative data were analysed with cluster analysis, logistic and multi-linear regression. Qualitative data were analysed with structural, in vivo, and axial coding in order to construct the ecosystem. The findings demonstrate that the main variables, which were determined to influence the adoption and sustenance of DLM development by teachers, were the support of administrators and colleagues, the willingness and need to develop DLM, computer knowledge, and DLM development self-efficacy.
TopIntroduction
Digital Learning Material (DLM) can be defined as any kind of material developed for instructional purposes using digital media such as computers and mobile devices. DLM encompasses a wide spectrum of applications from examinations to games, and from animations to presentations (BECTA, 2008; Stepherd, 2012). DLM is among the learning opportunities from which students experience real-life conditions in the classroom (BECTA, 2010; Beetham & Sharpe, 2013; Chen, Lambert, & Guidry, 2010; Wright, 2015). Planned integration of DLM in educational and instructional environments can improve teacher-student communications (Chen et al., 2010; Wright, 2015), increase academic success, facilitate the exploration of difficult and abstract meanings (BECTA, 2010), and support inter-student collaboration (European Commission/ICT Cluster, 2010).
DLM could be considered an important educational resource when the contribution of technologies and accessible, free software that facilitates DLM development are added to the aforementioned factors. Alternative media samples and classifications that enable teachers to develop DLM easily are presented in Figure 1.
Figure 1. Tools That Allow Development of Various DLM
As shown in Figure 1, there are many different platforms to develop DLM such as editing audio, establishing web site/blog, building poster or infographics, preparing a presentation, video, e-book, content/concept map, crossword, assessment instrument. Despite the simplicity of DLM development and the diversification of development media, classroom usage for DLM is still very low in several nations (see Table 1) (Fraillon, Ainley, Schulz, Friedman, & Gebhard, 2014).
Table 1 . Percentage of Digital Content Use by Teachers in Several Countries
| Countries | Tutorial Software | Digital Learning Games | Presentation and Word Processor Software | Multimedia Production Tools | Concept Map Software | Data Storage and Monitoring Software | Simulation Modelling Software | Social Media | Communication Software | Interactive Teaching Materials | E-Portfolios |
| Australia | 7 | 6 | 41 | 10 | 2 | 5 | 4 | 1 | 15 | 15 | 2 |
| Czech Republic | 12 | 2 | 23 | 1 | 0 | 2 | 0 | 1 | 4 | 16 | 0 |
| Korea | 28 | 7 | 47 | 17 | 3 | 5 | 6 | 5 | 12 | 11 | 6 |
| Lithuanian | 19 | 4 | 29 | 9 | 1 | 12 | 2 | 2 | 16 | 13 | 10 |
| Poland | 9 | 2 | 13 | 6 | 1 | 2 | 1 | 1 | 6 | 9 | 1 |
| Russia | 19 | 7 | 44 | 9 | 6 | 13 | 5 | 4 | 10 | 20 | 7 |
| Slovenia | 22 | 5 | 31 | 9 | 1 | 2 | 2 | 1 | 7 | 12 | 1 |
| Thailand | 10 | 6 | 26 | 12 | 9 | 8 | 5 | 18 | 17 | 16 | 9 |
| Turkey | 15 | 9 | 23 | 10 | 8 | 8 | 5 | 3 | 8 | 15 | 4 |
| Denmark | 7 | 3 | 31 | 4 | 1 | 1 | 1 | 2 | 10 | 21 | 2 |
| Germany | 1 | 0 | 10 | 2 | 0 | 2 | 1 | 1 | 1 | 3 | 0 |
| Hong Kong | 22 | 3 | 52 | 11 | 3 | 3 | 3 | 3 | 13 | 13 | 2 |
| Norway | 3 | 2 | 19 | 1 | 0 | 1 | 0 | 1 | 3 | 6 | 2 |
| Canada | 13 | 10 | 41 | 17 | 5 | 9 | 6 | 7 | 20 | 18 | 5 |